Problem Set 2.pdf
Problem Set 2
ECO105 Industrial Organization and Firm Strategy
Professor Michael Noel
University of California San Diego
------
1. A single-product monopolist sells output to two geographically separated markets. Arbitrage is not
possible. The inverse demand curve in market 1 is given by p1 = 8 - q1 and in market 2, it is p2 = 4 -
q2. Note: if you get stuck in one part, move on to the next.)
a. The monopolist currently produces the output at a single plant (called plant "A") with total cost
function C(qA) = 0.5qA
2. Hence qA = q1 + q2 is the total output of the firm (which we can also
call Q). Find the quantities sold in each market, q1 and q2, and total output Q. Find the profits of
the firm. (Hint: this is the basic third degree price discriminating problem. Make sure to
substitute qA out of the problem using the constraint, so that the problem is all in terms of the
two “free” variables, q1 and q2.)
b. (From an old exam.) The monopolist is considering adding a second plant, plant "B". The total
cost function for plant "B" is C(qB) = qB + 0.25qB
2. Hence, if the monopolist purchases the new
plant, her total production is qA + qB = Q, where qA is produced in plant A and qB is produced in
plant B. She then sells Q = q1 + q2 in output, where q1 is sold in market 1 and q2 is sold in market
2. Find the output sold in each market, q1 and q2, the amount of good produced at each plant, qA
and qB, and the total output, Q. Find the profits of the firm in this case. How much is the firm
willing to pay to purchase plant B? (Hint: Do NOT assume that a single plant is matched solely
with a single market! You only know that the total produced equals to the total sold, so q1 + q2 =
qA + qB ( = Q). There are now four quantities to find, q1, q2, qA, qB, but only three of them are
“free variables”, i.e. can be independently chosen. So for example, if you know q1, q2 and qA, it
necessarily determines what qB must be. So set up your profit function initially in terms of all
four quantities and but then use the constraint q1 + q2 = qA + qB to substitute out one of the four.
Which three quantities you keep in the equation is up to you. Then solve for three first order
conditions.)
c. (Challenging.) Assume a new law prohibits price discrimination and requires the monopolist to
charge the same price in both markets. Repeat part a. under this assumption, i.e. only plant A. Has
welfare increased, decreased or remained unchanged relative to part a.? Warning: check to see if
both markets are being served in equilibrium! (You will need to “add” up the two demand curves
– add the q’s, not the p’s! A diagram will help. Watch out for the kinks, it may be that only one
group will be served and it may be that both will be served. At the end it may help to plot your
numerical answer on your graph and make sure it makes sense. For example, if you find both
groups are served, you should be on the segment of the ...
ECO 520 Case Study One Production and Cost Guidelines and Rubric.docxjack60216
ECO 520 Case Study One: Production and Cost Guidelines and Rubric
Overview
This course includes two case studies. These exercises are designed to actively involve you in microeconomic reasoning and decision making and to help you apply the concepts covered in the course to complex real-world situations. The case studies provide practice reading and interpreting both quantitative and qualitative analysis. You will then use your analysis to make decisions and predictions. These exercises provide practice communicating reasoning in a professional manner.
Prompt
Case Study One: Production and Costfocuses on a perfectly competitive industry. Each competitive firm in this industry has a Cobb-Douglas production function:
5
.
0
5
.
0
02
.
0
L
K
q
=
. These firms combine capital and labor to produce output. In task 3-2 you will use graphs and equations to analyze competitive firm decisions, the interaction between those decisions, and the competitive market determination of price.
Skills needed to complete this case study:
1. The ability to enter data, enter formulas, and create charts in Excel (Note: use the data provided in the Case Study One Data document.)
2. The ability to use basic algebra
To complete Case Study One, follow the steps below:
1. Use algebra to derive the cost function:
· To solve for K as a function of q and L. Show your work, and verify that you have this solution:
L
q
K
2
2
02
.
0
=
.
· Write the cost function. Cost is equal to the sum of the expenditures to purchase capital plus the expenditures to purchase labor. Each of these expenditures is equal to the price of the input multiplied by the quantity of the input. Use the letter r to denote the price of capital and w to denote the price of labor.
2. Use Excel to create and graph isoquant curves:
· Use column A to store possible values for L. Use the first row to label the column. Put a zero (use the number 0) in the second row. Put the formula =a2+5 in the third row. Copy this formula in rows 4-25.
· Use column B to store the quantity of K that is needed to combine with each possible value of L to produce 5 units. Use the equation from Step 1, with q = 5.
· Use column C to store the quantity of K that is needed to combine with each possible value of L to produce 10 units. Use the equation from Step 1, with q = 10.
· Use column D to store the quantity of K that is needed to combine with each possible value of L to produce 15 units. Use the equation from Step 1, with q = 15.
· Use scatter-plot to graph the isoquants. Print the graph, and use this graph to complete the following table:
Q
quantity of L that must be combined with K=5000 to produce each quantity of output (q)
5
10
15
3. Consider the short run situation in which K is fixed at 5000. Assume r = .05 and w = 40. Open a new Excel worksheet for cost information. Note the difference between your production worksheet, in which the first column stored possible values of L, and this new cost worksheet in ...
ECO 520 Case Study One Production and Cost Guidelines and Rubri.docxjack60216
ECO 520 Case Study One: Production and Cost Guidelines and Rubric
Overview
This course includes two case studies. These exercises are designed to actively involve you in microeconomic reasoning and decision making and to help you apply the concepts covered in the course to complex real-world situations. The case studies provide practice reading and interpreting both quantitative and qualitative analysis. You will then use your analysis to make decisions and predictions. These exercises provide practice communicating reasoning in a professional manner.
Prompt
Case Study One: Production and Costfocuses on a perfectly competitive industry. Each competitive firm in this industry has a Cobb-Douglas production function:
5
.
0
5
.
0
02
.
0
L
K
q
=
. These firms combine capital and labor to produce output. In task 3-2 you will use graphs and equations to analyze competitive firm decisions, the interaction between those decisions, and the competitive market determination of price.
Skills needed to complete this case study:
1. The ability to enter data, enter formulas, and create charts in Excel (Note: use the data provided in the Case Study One Data document.)
2. The ability to use basic algebra
To complete Case Study One, follow the steps below:
1. Use algebra to derive the cost function:
· To solve for K as a function of q and L. Show your work, and verify that you have this solution:
L
q
K
2
2
02
.
0
=
.
· Write the cost function. Cost is equal to the sum of the expenditures to purchase capital plus the expenditures to purchase labor. Each of these expenditures is equal to the price of the input multiplied by the quantity of the input. Use the letter r to denote the price of capital and w to denote the price of labor.
2. Use Excel to create and graph isoquant curves:
· Use column A to store possible values for L. Use the first row to label the column. Put a zero (use the number 0) in the second row. Put the formula =a2+5 in the third row. Copy this formula in rows 4-25.
· Use column B to store the quantity of K that is needed to combine with each possible value of L to produce 5 units. Use the equation from Step 1, with q = 5.
· Use column C to store the quantity of K that is needed to combine with each possible value of L to produce 10 units. Use the equation from Step 1, with q = 10.
· Use column D to store the quantity of K that is needed to combine with each possible value of L to produce 15 units. Use the equation from Step 1, with q = 15.
· Use scatter-plot to graph the isoquants. Print the graph, and use this graph to complete the following table:
Q
quantity of L that must be combined with K=5000 to produce each quantity of output (q)
5
10
15
3. Consider the short run situation in which K is fixed at 5000. Assume r = .05 and w = 40. Open a new Excel worksheet for cost information. Note the difference between your production worksheet, in which the first column stored possible values of L, and this new cost worksheet in ...
ECO 520 Case Study One Production and Cost Guidelines and Rubric.docxjack60216
ECO 520 Case Study One: Production and Cost Guidelines and Rubric
Overview
This course includes two case studies. These exercises are designed to actively involve you in microeconomic reasoning and decision making and to help you apply the concepts covered in the course to complex real-world situations. The case studies provide practice reading and interpreting both quantitative and qualitative analysis. You will then use your analysis to make decisions and predictions. These exercises provide practice communicating reasoning in a professional manner.
Prompt
Case Study One: Production and Costfocuses on a perfectly competitive industry. Each competitive firm in this industry has a Cobb-Douglas production function:
5
.
0
5
.
0
02
.
0
L
K
q
=
. These firms combine capital and labor to produce output. In task 3-2 you will use graphs and equations to analyze competitive firm decisions, the interaction between those decisions, and the competitive market determination of price.
Skills needed to complete this case study:
1. The ability to enter data, enter formulas, and create charts in Excel (Note: use the data provided in the Case Study One Data document.)
2. The ability to use basic algebra
To complete Case Study One, follow the steps below:
1. Use algebra to derive the cost function:
· To solve for K as a function of q and L. Show your work, and verify that you have this solution:
L
q
K
2
2
02
.
0
=
.
· Write the cost function. Cost is equal to the sum of the expenditures to purchase capital plus the expenditures to purchase labor. Each of these expenditures is equal to the price of the input multiplied by the quantity of the input. Use the letter r to denote the price of capital and w to denote the price of labor.
2. Use Excel to create and graph isoquant curves:
· Use column A to store possible values for L. Use the first row to label the column. Put a zero (use the number 0) in the second row. Put the formula =a2+5 in the third row. Copy this formula in rows 4-25.
· Use column B to store the quantity of K that is needed to combine with each possible value of L to produce 5 units. Use the equation from Step 1, with q = 5.
· Use column C to store the quantity of K that is needed to combine with each possible value of L to produce 10 units. Use the equation from Step 1, with q = 10.
· Use column D to store the quantity of K that is needed to combine with each possible value of L to produce 15 units. Use the equation from Step 1, with q = 15.
· Use scatter-plot to graph the isoquants. Print the graph, and use this graph to complete the following table:
Q
quantity of L that must be combined with K=5000 to produce each quantity of output (q)
5
10
15
3. Consider the short run situation in which K is fixed at 5000. Assume r = .05 and w = 40. Open a new Excel worksheet for cost information. Note the difference between your production worksheet, in which the first column stored possible values of L, and this new cost worksheet in ...
ECO 520 Case Study One Production and Cost Guidelines and Rubri.docxjack60216
ECO 520 Case Study One: Production and Cost Guidelines and Rubric
Overview
This course includes two case studies. These exercises are designed to actively involve you in microeconomic reasoning and decision making and to help you apply the concepts covered in the course to complex real-world situations. The case studies provide practice reading and interpreting both quantitative and qualitative analysis. You will then use your analysis to make decisions and predictions. These exercises provide practice communicating reasoning in a professional manner.
Prompt
Case Study One: Production and Costfocuses on a perfectly competitive industry. Each competitive firm in this industry has a Cobb-Douglas production function:
5
.
0
5
.
0
02
.
0
L
K
q
=
. These firms combine capital and labor to produce output. In task 3-2 you will use graphs and equations to analyze competitive firm decisions, the interaction between those decisions, and the competitive market determination of price.
Skills needed to complete this case study:
1. The ability to enter data, enter formulas, and create charts in Excel (Note: use the data provided in the Case Study One Data document.)
2. The ability to use basic algebra
To complete Case Study One, follow the steps below:
1. Use algebra to derive the cost function:
· To solve for K as a function of q and L. Show your work, and verify that you have this solution:
L
q
K
2
2
02
.
0
=
.
· Write the cost function. Cost is equal to the sum of the expenditures to purchase capital plus the expenditures to purchase labor. Each of these expenditures is equal to the price of the input multiplied by the quantity of the input. Use the letter r to denote the price of capital and w to denote the price of labor.
2. Use Excel to create and graph isoquant curves:
· Use column A to store possible values for L. Use the first row to label the column. Put a zero (use the number 0) in the second row. Put the formula =a2+5 in the third row. Copy this formula in rows 4-25.
· Use column B to store the quantity of K that is needed to combine with each possible value of L to produce 5 units. Use the equation from Step 1, with q = 5.
· Use column C to store the quantity of K that is needed to combine with each possible value of L to produce 10 units. Use the equation from Step 1, with q = 10.
· Use column D to store the quantity of K that is needed to combine with each possible value of L to produce 15 units. Use the equation from Step 1, with q = 15.
· Use scatter-plot to graph the isoquants. Print the graph, and use this graph to complete the following table:
Q
quantity of L that must be combined with K=5000 to produce each quantity of output (q)
5
10
15
3. Consider the short run situation in which K is fixed at 5000. Assume r = .05 and w = 40. Open a new Excel worksheet for cost information. Note the difference between your production worksheet, in which the first column stored possible values of L, and this new cost worksheet in ...
Cost-plus pricing: Simplistic strategy that guarantees that price is higher than the estimated average cost
Studies of pricing behavior suggest that many managers who use cost-plus pricing do not price optimally.
Definition of Markup: Markup = (Price – Cost)/Cost where Cost here is cost per unit
The short-run equilibrium in monopolistic competition is Identical to short-run equilibrium under monopoly
As entry and exit of firms from the product group shifts individual firms’ demand curves, long-run equilibrium occurs where profit is equal to zero.
Economics 101Homework #5Directions The homework will be colle.docxjack60216
Economics 101
Homework #5
Directions: The homework will be collected in a box before the lecture. Please place your name, TA name and section number on top of the homework (legibly). Make sure you write your name as it appears on your ID so that you can receive the correct grade. Late homework will not be accepted so make plans ahead of time. Please show your work. Good luck!
Please realize that you are essentially creating “your brand” when you submit this homework. Do you want your homework to convey that you are competent, careful, professional? Or, do you want to convey the image that you are careless, sloppy, and less than professional. For the rest of your life you will be creating your brand: please think about what you are saying about yourself when you do any work for someone else!
1. Consider a monopolist where the market demand curve for the produce is given by P = 520 – 2Q. This monopolist has marginal costs that can be expressed as MC = 100 + 2Q and total costs that can be expressed as TC = 100Q + Q2 + 50.
a. Given the above information, what is this monopolist’s profit maximizing price and output if it charges a single price?
b. Given the above information, calculate this single price monopolist’s profit.
c. At the profit maximizing quantity, what is this monopolist’s average total cost of production (ATC)?
d. At the profit maximizing quantity, what is the profit per unit for this single price monopolist?
2. Consider a monopolist described by the following equations:
Market demand for monopolist’s product: P = 100 – Q
ATC for monopolist: ATC = 20 +(3/10) Q
MC for monopolist: MC = 20 + (3/5)Q
In this question we will use the above data to compare a single price monopolist to the same monopolist that is regulated either with average cost regulation or marginal cost regulation. At the end of the question you will fill out a table to compare your results.
a. Given the above information, what is the profit maximizing price and quantity for the single price monopolist? You should round your answers to the nearest whole number.
b. Given the above information, what is the level of profit for this single price monopolist?
c. Suppose this monopolist is regulated to produce at that quantity where price equals average total cost. Calculate the quantity the monopolist will produce and the price it will charge given this regulatory scenario.
d. Calculate the level of profits for the monopoly if it is regulated to produce that quantity where price equals average total cost. Explain how you got your answer.
e. Suppose this monopolist is regulated to produce at that quantity where price equals marginal cost. Calculate the quantity the monopolist will produce and the price it will charge given this regulatory scenario.
f. Calculate the level of profits for the monopoly if it is regulated to produce that quantity where price equals marginal cost.
g. How big a subsidy will the monopoly require in order to be willing to produce at t ...
Exposure Interval
Initial Risk Assessment (with existing planned/designed-in
countermeasures)
Hazard Target(s) Severity Probability Risk Code
[check all applicable] [worst credible] [for exposure interval] [from matrix]
Personnel
Equipment
Downtime
Environment
Product
Post-Control Measure Risk Assessment
Hazard Target(s) Severity Probability Risk Code
[check all applicable] [worst credible] [for exposure interval] [from matrix]
Personnel
Equipment
Downtime
Environment
Product
Additional Control Measures
Code Each Risk Assessment: SEVERITY:
1 – Catastrophic
2 – Critical
3 – Marginal
4 – Negligible
PROBABILITY
(Likelihood of Occurrence):
A – Frequent
B – Probable
C – Occasional
D – Remote
E – Improbable
RISK CODE:
H – High
S – Serious
M – Medium
L – Low
Comments
BOS 3651— Unit IV Hazard Analysis/Risk Analysis Project
Student Name _
Type of Hazard Date
Hazard Description
Activity
Student Name: Type of Hazard: Date: Hazard Description: Exposure Interval: Activity: worst credible: for exposure interval: from matrix: undefined: undefined_2: undefined_3: undefined_4: undefined_5: undefined_6: undefined_7: undefined_8: undefined_9: Additional Control MeasuresRow1: undefined_10: undefined_11: undefined_12: worst credible_2: for exposure interval_2: from matrix_2: undefined_13: undefined_14: undefined_15: undefined_16: undefined_17: undefined_18: undefined_19: undefined_20: undefined_21: undefined_22: undefined_23: undefined_24: CommentsRow1:
ECO 520 Case Study One: Production and Cost Guidelines and Rubric
Overview
This course includes two case studies. These exercises are designed to actively involve you in microeconomic reasoning and decision making and to help you apply the concepts covered in the course to complex real-world situations. The case studies provide practice reading and interpreting both quantitative and qualitative analysis. You will then use your analysis to make decisions and predictions. These exercises provide practice communicating reasoning in a professional manner.
Prompt
Case Study One: Production and Costfocuses on a perfectly competitive industry. Each competitive firm in this industry has a Cobb-Douglas production function: . These firms combine capital and labor to produce output. In task 3-2 you will use graphs and equations to analyze competitive firm decisions, the interaction between those decisions, and the competitive market determination of price.
Skills needed to complete this case study:
1. The ability to enter data, enter formulas, and create charts in Excel (Note: use the data provided in the Case Study One Data document.)
1. The ability to use basic algebra
To complete Case Study One, follow the steps below:
1. Use algebra to derive the cost function:
·
To solve for K as a function of q and L. Show your work, and verify that you have this solution: .
· Write the cost fu ...
integral calculus and it’s uses in different fields.kamrul_Hasan
As the students of M.B.A, we need to know about many things regarding business mathematics. An entrepreneur needs to take many decisions with the help of mathematical terms. By using the terms properly, an entrepreneur can easily take any decision quantitatively. Among many tools, Integral calculus is one of them. It helps to identify many things related to our practical business life. Such as: total cost, total revenue, producer’s surplus, consumer’s surplus etc. So, it’s an important element of business tools. This report is completely based on integral calculus and it’s uses in different fields.
How to Analyze the Results of LinearPrograms—Part 2 Price I.docxpooleavelina
How to Analyze the Results of Linear
Programs—Part 2: Price Interpretation
HARVEY J. GREENBERG Mathematics Department
University of Colorado at Deliver
POBoxU3364
Denver, Colorado 80217-3364
In the second part of a four-part series, I consider an exercise in
analysis that arises in many applications: Why is the price of
(some co77imodityy equal to (whatever its solution valuey? The
ability to interpret dual prices in a linear programming solution
is part of economic analysis, and the mathematical basis is as
old as linear programming, itself. New approaches, however,
go beyond the usual duality arguments in answering this ques-
tion in more practical terms. One of these new approaches is
path tracing, which seeks a portion of the linear program that
accounts for the row's price by activity costs from sources to
the row. In some cases this is a simple path in a network prob-
lem. More generally, in ordinary network terms, it can be a tree
or involve embedded cycles, but it is regarded as a path in
hypergraph terms.
T his paper is concerned with interpret- and partly because of its simplicity. 1 shall
ing dual prices in an optima! instance show how we can go deeper into explain-
of a linear program. 1 use terms and con- ing why a price has a particular value at
cepts that were introduced in Part 1 optimality. Then, I shall consider another
[Greenberg 1993a] of this series. problem, witb which I shall illustrate a
I shall begin with the transportation path tracing procedure. After stepping
problem, partly because of its familiarity through the analysis as an LP expert, I
CDpyn^hl "- iyy3, Thf Insliluli' of Mdn^gi'mL-nt SCKncvs PROGRAMMING—LINLAR
OO91-2lO2/')3/2305/0O97$(ll.25
This paper was refereed.
INTERFACES 23: 5 September-October 1993 {pp. 97-114)
GREENBERG
shall demonstrate automatic interpretation
with the ANALYZE rule-base [Greenberg
1988, 1993b].
Transportation Problem
1 start with the transportation problem.
We are given a set of suppliers, which t
denote by / in the set [ 1, 2, . . . , m}, and a
set of consumers, which I denote by / in
the set {I, 2, . . . , n\. The /-th supplier has
s, units, and the j-th consumer demands d,
units. Assume total supply is at least as
great as total demand: 2, s, > Z,tf,. The
cost to ship one unit from the /-th supplier
to the ;'-th consumer is c,,, and assume total
cost is a linear function of shipment levels.
An algebraic formulation is given by
minimize
subject to
X > 0;
2 -v,y < S; for / - 1, . . . , m;
I
2 y:,, ^ df for ; =̂ 1, . . . , n.
A solution to an instance of the trans-
portation problem not only gives optimal
levels of flows, x*, but also gives dual
prices associated with the constraints. Let
us interpret these prices with a few basic
properties, then I shall consider numerical
examples to go deeper into price interpre-
tation.
Let Xi be the /-th supplier price, and let
TT, be the/-th consumer price. Mathemati-
cally, the dual linear program is given by
maximize
subje ...
Article Critique Is genetic testing right for you and your f.docxfredharris32
Article Critique
Is genetic testing right for you and your family?
Recent advancements within scientific research have spurred controversy over the topic of genetic
testing, especially with newborns. Although scientists can now identify certain DNA markers that reveal
an increased propensity for various diseases and disorders, numerous moral dilemmas quickly emerge.
How will predicting future events impact the present? Would knowing that your child is most likely
going to develop Alzheimer’s disease change the way that you raise him or her? Should someone help
you understand the implications if you are told that your child is most likely going to be autistic? What
impact will these “potential” results have on your child’s healthcare? Could genetic testing force your
child to be plagued with unnecessary stigmas?
Read the article by Pollack (2010) and write a two-page critique examining why so much controversy
surrounds genetic testing today. Do you agree or disagree with the author’s stance on this topic?
Tips for writing your Article Critique:
Introduction – This is meant to give a concise overview of the article being discussed and is usually one
paragraph in length.
Summary – This contains the summary of the article that gives the general argument(s) and overview of
the featured author.
Critique – In this portion of the paper, you should provide a critique/opinion of the article. You should
state whether you agree or disagree with the issues that were posed. Furthermore, you should also
discuss why you agree or disagree with the author’s viewpoint(s). Do not forget to discuss the
importance of this article to the field of psychology.
Conclusion – This summarizes your final thoughts for the featured topic.
Note: Do not forget to double space your response and use Times New Roman 12 pt. font. This written
assignment should have a cover page, two full pages of content in which you organize the four sections
of the article critique based on the guidelines as listed above, and a references page. You are required to
utilize the textbook, assigned article, and one additional source to support your stance on this topic. All
three sources should be included on your references page. You should also have accompanying in-text
citations for each source that you have used throughout your response. Follow APA format.
ECO 520 Case Study One: Production and Cost Guidelines and Rubric
Overview
This course includes two case studies. These exercises are designed to actively involve you in microeconomic reasoning and decision making and
to help you apply the concepts covered in the course to complex real-world situations. The case studies provide practice reading and
interpreting both quantitative and qualitative analysis. You will then use your analysis to make decisions and predictions. These exercises
provide practice communicating reasoning in a professional manner.
Prompt
Case Study One: Production and C ...
Slides 6
(Chapter 11)
2
Review: Cournot competition
Two firms that compete in quantities (BP is firm 1
and Shell is firm 2).
Select production to maximize profits, taking as
given the decision of the other firm
Linear demand 𝑃 𝑞1,𝑞2 = 𝑎 − 𝑏(𝑞1 + 𝑞2)
Same linear cost 𝐶 𝑞𝑖 = 𝑐𝑞𝑖 for 𝑖 = 1,2
Equilibrium and Profits
𝑞1
∗ = 𝑞2
∗=
𝑎−𝑐
3𝑏
𝑄𝐶 = 2(a − c)/3b and 𝑃𝐶 = 𝑎/3 + 2c/3
The profits of the firms are
𝜋1 = 𝜋2 = (𝑎 − 𝑐)
2/9𝑏
4
Stackelberg competition
Two firms (BP is firm 1 and Shell is firm 2)
BP is the leader and Shell is the follower
Select production to maximize profits
BP chooses 𝑞1 first
Shell sees the choice of BP, then chooses 𝑞2
Linear demand 𝑃 𝑞1,𝑞2 = 𝑎 − 𝑏(𝑞1 + 𝑞2)
Same linear cost 𝐶 𝑞𝑖 = 𝑐𝑞𝑖 for 𝑖 = 1,2
5
How do we solve this problem?
We solve the problem by backward induction
We start with the decision of the follower
We then figure out the choice of the leader
What firm makes more profits?
6
Problem of the follower
The profits of Shell (the follower) are
𝜋2 𝑞1, 𝑞2 = 𝑎 − 𝑏 𝑞1 + 𝑞2 𝑞2 − 𝑐𝑞2
The First Order Condition (FOC) is
𝜕𝜋2 𝑞1,𝑞2
𝜕𝑞2
= 𝑎 − 2𝑏𝑞2 − b𝑞1 − c = 0
Thus, 𝑞2 𝑞1 = (𝑎 − 𝑐 − 𝑏𝑞1)/2𝑏
7
Problem of the leader
The profits of BP (the leader) are
𝜋1 𝑞1, 𝑞2 = 𝑎 − 𝑏 𝑞1 + 𝑞2 𝑞1 𝑞1 − 𝑐𝑞1
Using the fact that 𝑞2 𝑞1 = (𝑎 − 𝑐 − 𝑏𝑞1)/2𝑏
𝜋1 𝑞1,𝑞2 = 𝑎 + 𝑐 − 𝑏𝑞1 /2 𝑞1 − 𝑐𝑞1
Thus, the FOC is
𝜕𝜋1 𝑞1, 𝑞2
𝜕𝑞1
=
𝑎 − 𝑐
2
− 𝑏𝑞1 = 0
Equilibrium and profits
BP will produce 𝑞1
∗ =
𝑎−𝑐
2𝑏
Shell will produce 𝑞2
∗=
𝑎−𝑐−𝑏𝑞1
∗
2𝑏
=
𝑎−𝑐
4𝑏
𝑄𝑆 = 3(a − c)/4b and 𝑃𝑆 = 𝑎/4 + 3c/4
The profits of the firms are
𝜋1 = (𝑎 − 𝑐) (𝑎 + 𝑐)/4𝑏 𝜋2 = (𝑎 − 𝑐) (𝑎 + 𝑐)/8𝑏
Equilibrium and profits
BP makes more profits than Shell
There is a first mover advantage
Commitment (Credible? Investment capacity!)
BP makes more profits with Stackelberg than
with Cournot competition
Slides 7
(Chapter 12)
2
Entry
What drives entry in markets?
What are barriers to entry?
Scale economies
One firm is “better”
Network effects
Predation
Limit pricing: Set low price to prevent entry
Predatory pricing: Set low price to force exit
Capacity choice
3
Two-stage game:
Bresnahan and Reiss 1991
Potential entrants choose (simultaneously)
whether to enter or not
Upon entry, they compete in price or quantity
Demand is 𝐷 𝑝 𝑆 where 𝑆 is market size
Entry (or fixed) cost 𝐸
If 𝑁 firms enter, variable profit per custom is 𝑉 𝑁
with 𝜕𝑉 𝑁 /𝜕𝑁 ≤ 0
4
How many firms?
The profit of each firm 𝑖 = 1,2,…,𝑁 is
𝜋𝑖 𝑆,𝑁 = 𝑆𝑉 𝑁 − 𝐸
To sustain 𝑁 firms we need 𝑆 ≥ 𝐸/𝑉 𝑁
If 𝑆 is large we get lot of firms with small 𝑉 𝑁
Big markets have a lot of firms
Lot of restaurants in SF, a few less in SC
But we know many big markets with small 𝑁
NYC
Page 1 Microeconomics CH 9-10 Take home quiz. Mar.docxalfred4lewis58146
Page 1
Microeconomics: CH 9-10 Take home quiz.
Mark your answers on a Scantron BEFORE class. Bring your Scantron to Class On Monday,
November 26. Be sure to be on time, late Scantron forms will be penalized. Scantron forms
coming in after we complete the review in class cannot be accepted for points.
1. Perfect competition is a model of the market that assumes all of the following EXCEPT:
A) a large number of firms.
B) firms face downward-sloping demand curves.
C) firms produce identical goods.
D) many buyers.
2. Which of the following is true in a perfectly competitive market?
A) One unit of a good or service cannot be differentiated from any other on any basis.
B) Brand preferences exist but are very slight.
C) Barriers to entry are relatively strong.
D) Information is costly.
3. Marginal revenue:
A) is the slope of the average revenue curve.
B) equals the market price in perfect competition.
C) is the change in quantity divided by the change in total revenue.
D) is the price divided by the changes in quantity.
4. A firm's total output times the price at which it sells that output is:
A) net revenue.
B) total revenue.
C) average revenue.
D) marginal revenue.
5. In perfect competition:
A) price and marginal cost are the same.
B) price and marginal revenue are the same.
C) price and total revenue are the same.
D) total revenue and total variable cost are the same.
Page 2
Use the following to answer questions 6-9:
6. (Exhibit: Profit Maximizing) The exhibit shows cost curves for a firm operating in a
perfectly competitive market. Curve M is the _______ curve.
A) ATC
B) MR
C) MC
D) AVC
7. (Exhibit: Profit Maximizing) The exhibit shows cost curves for a firm operating in a
perfectly competitive market. Curve N is the _______ curve.
A) ATC
B) MR
C) MC
D) AVC
8. (Exhibit: Profit Maximizing) The exhibit shows cost curves for a firm operating in a
perfectly competitive market. If the market price is P3, the firm will produce quantity
_______ and _______ in the short run.
A) q2; make a profit
B) q1; break even
C) q2; incur a loss
D) q4; incur a loss
9. (Exhibit: Profit Maximizing) The exhibit shows cost curves for a firm operating in a
perfectly competitive market. If the market price is P4:
A) firms will leave the industry and the price will fall in the long run.
B) there will be economic profits in the short run and firms will enter the industry in
the long run driving the market price lower.
C) the market supply curve will shift to the left and price will fall in the long run.
D) the firm will continue producing q3 and will continue to make economic profits in
the long run.
Page 3
Use the following to answer questions 10-11:
10. (Exhibit: A Perfectly Competitive Firm in the Short Run) The lowest price that will
yield zero economic profits is indicated by th.
Melissa HinkhouseWeek 3-Original PostNURS 6050 Policy and A.docxwkyra78
Melissa Hinkhouse
Week 3-Original Post
NURS 6050: Policy and Advocacy for Improving Population Health
Walden University
In 2010 The Affordable Care Act (ACA) was enacted; the hope was to expand access to medical care, make coverage more affordable, and decrease the number of people without medical insurance. The Affordable Care Act (ACA) expanded and improved health insurance coverage in two primary ways. First, the number of individuals receiving insurance coverage grown by increasing access to coverage through Medicaid expansion and providing subsidies to purchase private insurance on the health care exchanges. Second, the ACA upgraded the quality and scope of coverage by improving benefit design, including implementing the essential health benefits (Willison & Singer, 2017). People who did not have coverage through their employer or Medicaid were required to purchase insurance through the Marketplace. The Marketplace was created as a one-stop-shop for people to view multiple plans and purchase insurance. Just because you have access to health care insurance does not mean you are going to receive quality health care (Teitelbaum, 2018).
Both parties have asked that the ACA be repealed or replaced for multiple reasons. Every Republican presidential candidate for 2016 has called for the repeal of the ACA. Some, but not all, Republican candidates have proposed health policies that they would like to put in place after repeal, but there is no broad agreement on a replacement for the ACA (Buettgens & Blumberg, 2016). The federal government would spend $90.9 billion less on health care for the nonelderly in 2021 if the ACA were repealed (Buettgens & Blumberg, 2016). State governments as a whole would spend $5.2 billion more on health care for the nonelderly in 2021 if the ACA were repealed (Buettgens & Blumberg, 2016). Healthcare is a priority to many Americans for obvious reasons; it was more costly for those with preexisting conditions before the ACA to obtain Medical Insurance. With the ACA the income guidelines for Medicaid where changed so additional people qualified that didn’t prior. As a Behavioral Health Nurse, I am a fan of anyone and everyone having access to Healthcare Services. I have seen to many times my patient not have the money for their medications because insurance was canceled so they go off their medications, they become unstable and ended up in the Emergency Department and admitted Inpatient, costing more money, hurting themselves and their loved ones.
Politicians are aware that election time is the best time to play the tug of war game with the heavy ticket items to capture someone votes. Republicans ran hard on promises to get rid of the law in every election since it passed in 2010. But when the GOP finally got control of the House, the Senate and the White House in 2017, Republicans found
they could not reach agreement
on how to "repeal and replace" the law (Kaiser Health News, 2018). And political strategists s.
Melissa Hinkhouse
Advanced Pharmacology NURS-6521N-43
Professor Dr. Vicki Gardin
Discussion Board Week 1-Original Post
11/30/2020
I have worked in an outpatient behavioral health clinic for the past seven years with many different providers. I live in a rural community, many patients wait six to twelve months to be seen. Patients being treated for Attention Deficit Disorder must be officially tested before being seen by a Psychologist. For this discussion board post, I have changed the name of my patient to Paul to ensure patient confidentially. The provider I worked with this particular patient will also be referred to as PMHNP to ensure provider confidentiality.
Paul was a ten-year-old Caucasian male referred to our clinic diagnosed per DSM criteria, confirmed via Psychologist testing with ADHD. When he saw the Psychologist, he was also diagnosed with mild depression and anxiety. He struggled with concentration, hyperactivity, impulse control, and disorganization. He presented to his appointment with his mother and father, clean, well-nourished, pleasant, interactive with staff, reported no medication allergies, current medication Zyrtec for seasonal allergies. Paul just had his well-child exam and is current on vaccinations and his primary care provider completed lab work to include CBC, CMP, TSH, Vit D, B12, and A1C, all have returned normal. Family history reported father has a history of ADHD (never medicated), brother has a history of depression and anxiety (never medicated treating with psychotherapy), no other significant family history to report. Paul’s current weight at his appointment was 30kg.
PMHNP spent one hour with Paul and his parents for the initial new patient appointment (Thursday). It was decided Paul would be prescribed Strattera (atomoxetine) 40mg once a day for one week then increase to 80mg once a day. I returned to work on Monday and received a call from Paul’s mom, she said he was acting strange. He was tearful, had been in his room with the door closed for most of the weekend, she stated on Sunday she went into his room and he was crying and said he was just thinking about dying and his parents dying. She stated he had already had his meds Sunday so she kept him with her that entire day and made Sunday night a campout night in the Livingroom so he would think it was fun and she could keep a close eye on him. I had a cancelation that morning for him to come to see PMHNP and he was in to see her within twenty minutes and removed from Strattera. His parents decided medications were no longer the route they wanted to try for treatment and a referral was made for psychotherapy.
The only medication Paul takes on occasion is Zyrtec which is in an antihistamine drug class, Strattera is a selective norepinephrine reuptake inhibitor; there is no known drug interaction between the two medications. Reflecting on his age and the medication, Strattera has a black box labeled for suicidal ideation with adolescents dia.
Meiner, S. E., & Yeager, J. J. (2019). Chapter 17Chap.docxwkyra78
Meiner, S. E., & Yeager, J. J. (2019).
Chapter 17
Chapter_017.pptx
Chapter 18
Chapter_018.pptx
Chapter 19
Chapter_019.pptx
Chapter 20
Chapter_020.pptx
Watch
None.
Supplemental Materials & Resources
Visit the
CINAHL Complete
under the
A-to-Z Databases
on the
University Library's
website and locate the article(s) below:
O’Keefe-McCarthy, S. (2009). Technologically-mediated nursing care: The impact on moral agency. Nursing Ethics, 16(6), 76-796.
Teutsch, S., & Rechel, B. (2012). Ethics of resource allocation and rationing medical care in a time of fiscal restraint: US and Europe. Public Health Reviews, 34(1), 1-10.
QUESTION
Define presbycusis, name signs and symptoms, etiology and differential diagnosis.
Create 3 interventions-education measures with a patient with Presbycusis.
List, define and elaborate on three different retinal and macular diseases age-related.
Submission Instructions:
Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources
Your assignment will be graded according to the grading rubric.
.
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Economics 101Homework #5Directions The homework will be colle.docxjack60216
Economics 101
Homework #5
Directions: The homework will be collected in a box before the lecture. Please place your name, TA name and section number on top of the homework (legibly). Make sure you write your name as it appears on your ID so that you can receive the correct grade. Late homework will not be accepted so make plans ahead of time. Please show your work. Good luck!
Please realize that you are essentially creating “your brand” when you submit this homework. Do you want your homework to convey that you are competent, careful, professional? Or, do you want to convey the image that you are careless, sloppy, and less than professional. For the rest of your life you will be creating your brand: please think about what you are saying about yourself when you do any work for someone else!
1. Consider a monopolist where the market demand curve for the produce is given by P = 520 – 2Q. This monopolist has marginal costs that can be expressed as MC = 100 + 2Q and total costs that can be expressed as TC = 100Q + Q2 + 50.
a. Given the above information, what is this monopolist’s profit maximizing price and output if it charges a single price?
b. Given the above information, calculate this single price monopolist’s profit.
c. At the profit maximizing quantity, what is this monopolist’s average total cost of production (ATC)?
d. At the profit maximizing quantity, what is the profit per unit for this single price monopolist?
2. Consider a monopolist described by the following equations:
Market demand for monopolist’s product: P = 100 – Q
ATC for monopolist: ATC = 20 +(3/10) Q
MC for monopolist: MC = 20 + (3/5)Q
In this question we will use the above data to compare a single price monopolist to the same monopolist that is regulated either with average cost regulation or marginal cost regulation. At the end of the question you will fill out a table to compare your results.
a. Given the above information, what is the profit maximizing price and quantity for the single price monopolist? You should round your answers to the nearest whole number.
b. Given the above information, what is the level of profit for this single price monopolist?
c. Suppose this monopolist is regulated to produce at that quantity where price equals average total cost. Calculate the quantity the monopolist will produce and the price it will charge given this regulatory scenario.
d. Calculate the level of profits for the monopoly if it is regulated to produce that quantity where price equals average total cost. Explain how you got your answer.
e. Suppose this monopolist is regulated to produce at that quantity where price equals marginal cost. Calculate the quantity the monopolist will produce and the price it will charge given this regulatory scenario.
f. Calculate the level of profits for the monopoly if it is regulated to produce that quantity where price equals marginal cost.
g. How big a subsidy will the monopoly require in order to be willing to produce at t ...
Exposure Interval
Initial Risk Assessment (with existing planned/designed-in
countermeasures)
Hazard Target(s) Severity Probability Risk Code
[check all applicable] [worst credible] [for exposure interval] [from matrix]
Personnel
Equipment
Downtime
Environment
Product
Post-Control Measure Risk Assessment
Hazard Target(s) Severity Probability Risk Code
[check all applicable] [worst credible] [for exposure interval] [from matrix]
Personnel
Equipment
Downtime
Environment
Product
Additional Control Measures
Code Each Risk Assessment: SEVERITY:
1 – Catastrophic
2 – Critical
3 – Marginal
4 – Negligible
PROBABILITY
(Likelihood of Occurrence):
A – Frequent
B – Probable
C – Occasional
D – Remote
E – Improbable
RISK CODE:
H – High
S – Serious
M – Medium
L – Low
Comments
BOS 3651— Unit IV Hazard Analysis/Risk Analysis Project
Student Name _
Type of Hazard Date
Hazard Description
Activity
Student Name: Type of Hazard: Date: Hazard Description: Exposure Interval: Activity: worst credible: for exposure interval: from matrix: undefined: undefined_2: undefined_3: undefined_4: undefined_5: undefined_6: undefined_7: undefined_8: undefined_9: Additional Control MeasuresRow1: undefined_10: undefined_11: undefined_12: worst credible_2: for exposure interval_2: from matrix_2: undefined_13: undefined_14: undefined_15: undefined_16: undefined_17: undefined_18: undefined_19: undefined_20: undefined_21: undefined_22: undefined_23: undefined_24: CommentsRow1:
ECO 520 Case Study One: Production and Cost Guidelines and Rubric
Overview
This course includes two case studies. These exercises are designed to actively involve you in microeconomic reasoning and decision making and to help you apply the concepts covered in the course to complex real-world situations. The case studies provide practice reading and interpreting both quantitative and qualitative analysis. You will then use your analysis to make decisions and predictions. These exercises provide practice communicating reasoning in a professional manner.
Prompt
Case Study One: Production and Costfocuses on a perfectly competitive industry. Each competitive firm in this industry has a Cobb-Douglas production function: . These firms combine capital and labor to produce output. In task 3-2 you will use graphs and equations to analyze competitive firm decisions, the interaction between those decisions, and the competitive market determination of price.
Skills needed to complete this case study:
1. The ability to enter data, enter formulas, and create charts in Excel (Note: use the data provided in the Case Study One Data document.)
1. The ability to use basic algebra
To complete Case Study One, follow the steps below:
1. Use algebra to derive the cost function:
·
To solve for K as a function of q and L. Show your work, and verify that you have this solution: .
· Write the cost fu ...
integral calculus and it’s uses in different fields.kamrul_Hasan
As the students of M.B.A, we need to know about many things regarding business mathematics. An entrepreneur needs to take many decisions with the help of mathematical terms. By using the terms properly, an entrepreneur can easily take any decision quantitatively. Among many tools, Integral calculus is one of them. It helps to identify many things related to our practical business life. Such as: total cost, total revenue, producer’s surplus, consumer’s surplus etc. So, it’s an important element of business tools. This report is completely based on integral calculus and it’s uses in different fields.
How to Analyze the Results of LinearPrograms—Part 2 Price I.docxpooleavelina
How to Analyze the Results of Linear
Programs—Part 2: Price Interpretation
HARVEY J. GREENBERG Mathematics Department
University of Colorado at Deliver
POBoxU3364
Denver, Colorado 80217-3364
In the second part of a four-part series, I consider an exercise in
analysis that arises in many applications: Why is the price of
(some co77imodityy equal to (whatever its solution valuey? The
ability to interpret dual prices in a linear programming solution
is part of economic analysis, and the mathematical basis is as
old as linear programming, itself. New approaches, however,
go beyond the usual duality arguments in answering this ques-
tion in more practical terms. One of these new approaches is
path tracing, which seeks a portion of the linear program that
accounts for the row's price by activity costs from sources to
the row. In some cases this is a simple path in a network prob-
lem. More generally, in ordinary network terms, it can be a tree
or involve embedded cycles, but it is regarded as a path in
hypergraph terms.
T his paper is concerned with interpret- and partly because of its simplicity. 1 shall
ing dual prices in an optima! instance show how we can go deeper into explain-
of a linear program. 1 use terms and con- ing why a price has a particular value at
cepts that were introduced in Part 1 optimality. Then, I shall consider another
[Greenberg 1993a] of this series. problem, witb which I shall illustrate a
I shall begin with the transportation path tracing procedure. After stepping
problem, partly because of its familiarity through the analysis as an LP expert, I
CDpyn^hl "- iyy3, Thf Insliluli' of Mdn^gi'mL-nt SCKncvs PROGRAMMING—LINLAR
OO91-2lO2/')3/2305/0O97$(ll.25
This paper was refereed.
INTERFACES 23: 5 September-October 1993 {pp. 97-114)
GREENBERG
shall demonstrate automatic interpretation
with the ANALYZE rule-base [Greenberg
1988, 1993b].
Transportation Problem
1 start with the transportation problem.
We are given a set of suppliers, which t
denote by / in the set [ 1, 2, . . . , m}, and a
set of consumers, which I denote by / in
the set {I, 2, . . . , n\. The /-th supplier has
s, units, and the j-th consumer demands d,
units. Assume total supply is at least as
great as total demand: 2, s, > Z,tf,. The
cost to ship one unit from the /-th supplier
to the ;'-th consumer is c,,, and assume total
cost is a linear function of shipment levels.
An algebraic formulation is given by
minimize
subject to
X > 0;
2 -v,y < S; for / - 1, . . . , m;
I
2 y:,, ^ df for ; =̂ 1, . . . , n.
A solution to an instance of the trans-
portation problem not only gives optimal
levels of flows, x*, but also gives dual
prices associated with the constraints. Let
us interpret these prices with a few basic
properties, then I shall consider numerical
examples to go deeper into price interpre-
tation.
Let Xi be the /-th supplier price, and let
TT, be the/-th consumer price. Mathemati-
cally, the dual linear program is given by
maximize
subje ...
Article Critique Is genetic testing right for you and your f.docxfredharris32
Article Critique
Is genetic testing right for you and your family?
Recent advancements within scientific research have spurred controversy over the topic of genetic
testing, especially with newborns. Although scientists can now identify certain DNA markers that reveal
an increased propensity for various diseases and disorders, numerous moral dilemmas quickly emerge.
How will predicting future events impact the present? Would knowing that your child is most likely
going to develop Alzheimer’s disease change the way that you raise him or her? Should someone help
you understand the implications if you are told that your child is most likely going to be autistic? What
impact will these “potential” results have on your child’s healthcare? Could genetic testing force your
child to be plagued with unnecessary stigmas?
Read the article by Pollack (2010) and write a two-page critique examining why so much controversy
surrounds genetic testing today. Do you agree or disagree with the author’s stance on this topic?
Tips for writing your Article Critique:
Introduction – This is meant to give a concise overview of the article being discussed and is usually one
paragraph in length.
Summary – This contains the summary of the article that gives the general argument(s) and overview of
the featured author.
Critique – In this portion of the paper, you should provide a critique/opinion of the article. You should
state whether you agree or disagree with the issues that were posed. Furthermore, you should also
discuss why you agree or disagree with the author’s viewpoint(s). Do not forget to discuss the
importance of this article to the field of psychology.
Conclusion – This summarizes your final thoughts for the featured topic.
Note: Do not forget to double space your response and use Times New Roman 12 pt. font. This written
assignment should have a cover page, two full pages of content in which you organize the four sections
of the article critique based on the guidelines as listed above, and a references page. You are required to
utilize the textbook, assigned article, and one additional source to support your stance on this topic. All
three sources should be included on your references page. You should also have accompanying in-text
citations for each source that you have used throughout your response. Follow APA format.
ECO 520 Case Study One: Production and Cost Guidelines and Rubric
Overview
This course includes two case studies. These exercises are designed to actively involve you in microeconomic reasoning and decision making and
to help you apply the concepts covered in the course to complex real-world situations. The case studies provide practice reading and
interpreting both quantitative and qualitative analysis. You will then use your analysis to make decisions and predictions. These exercises
provide practice communicating reasoning in a professional manner.
Prompt
Case Study One: Production and C ...
Slides 6
(Chapter 11)
2
Review: Cournot competition
Two firms that compete in quantities (BP is firm 1
and Shell is firm 2).
Select production to maximize profits, taking as
given the decision of the other firm
Linear demand 𝑃 𝑞1,𝑞2 = 𝑎 − 𝑏(𝑞1 + 𝑞2)
Same linear cost 𝐶 𝑞𝑖 = 𝑐𝑞𝑖 for 𝑖 = 1,2
Equilibrium and Profits
𝑞1
∗ = 𝑞2
∗=
𝑎−𝑐
3𝑏
𝑄𝐶 = 2(a − c)/3b and 𝑃𝐶 = 𝑎/3 + 2c/3
The profits of the firms are
𝜋1 = 𝜋2 = (𝑎 − 𝑐)
2/9𝑏
4
Stackelberg competition
Two firms (BP is firm 1 and Shell is firm 2)
BP is the leader and Shell is the follower
Select production to maximize profits
BP chooses 𝑞1 first
Shell sees the choice of BP, then chooses 𝑞2
Linear demand 𝑃 𝑞1,𝑞2 = 𝑎 − 𝑏(𝑞1 + 𝑞2)
Same linear cost 𝐶 𝑞𝑖 = 𝑐𝑞𝑖 for 𝑖 = 1,2
5
How do we solve this problem?
We solve the problem by backward induction
We start with the decision of the follower
We then figure out the choice of the leader
What firm makes more profits?
6
Problem of the follower
The profits of Shell (the follower) are
𝜋2 𝑞1, 𝑞2 = 𝑎 − 𝑏 𝑞1 + 𝑞2 𝑞2 − 𝑐𝑞2
The First Order Condition (FOC) is
𝜕𝜋2 𝑞1,𝑞2
𝜕𝑞2
= 𝑎 − 2𝑏𝑞2 − b𝑞1 − c = 0
Thus, 𝑞2 𝑞1 = (𝑎 − 𝑐 − 𝑏𝑞1)/2𝑏
7
Problem of the leader
The profits of BP (the leader) are
𝜋1 𝑞1, 𝑞2 = 𝑎 − 𝑏 𝑞1 + 𝑞2 𝑞1 𝑞1 − 𝑐𝑞1
Using the fact that 𝑞2 𝑞1 = (𝑎 − 𝑐 − 𝑏𝑞1)/2𝑏
𝜋1 𝑞1,𝑞2 = 𝑎 + 𝑐 − 𝑏𝑞1 /2 𝑞1 − 𝑐𝑞1
Thus, the FOC is
𝜕𝜋1 𝑞1, 𝑞2
𝜕𝑞1
=
𝑎 − 𝑐
2
− 𝑏𝑞1 = 0
Equilibrium and profits
BP will produce 𝑞1
∗ =
𝑎−𝑐
2𝑏
Shell will produce 𝑞2
∗=
𝑎−𝑐−𝑏𝑞1
∗
2𝑏
=
𝑎−𝑐
4𝑏
𝑄𝑆 = 3(a − c)/4b and 𝑃𝑆 = 𝑎/4 + 3c/4
The profits of the firms are
𝜋1 = (𝑎 − 𝑐) (𝑎 + 𝑐)/4𝑏 𝜋2 = (𝑎 − 𝑐) (𝑎 + 𝑐)/8𝑏
Equilibrium and profits
BP makes more profits than Shell
There is a first mover advantage
Commitment (Credible? Investment capacity!)
BP makes more profits with Stackelberg than
with Cournot competition
Slides 7
(Chapter 12)
2
Entry
What drives entry in markets?
What are barriers to entry?
Scale economies
One firm is “better”
Network effects
Predation
Limit pricing: Set low price to prevent entry
Predatory pricing: Set low price to force exit
Capacity choice
3
Two-stage game:
Bresnahan and Reiss 1991
Potential entrants choose (simultaneously)
whether to enter or not
Upon entry, they compete in price or quantity
Demand is 𝐷 𝑝 𝑆 where 𝑆 is market size
Entry (or fixed) cost 𝐸
If 𝑁 firms enter, variable profit per custom is 𝑉 𝑁
with 𝜕𝑉 𝑁 /𝜕𝑁 ≤ 0
4
How many firms?
The profit of each firm 𝑖 = 1,2,…,𝑁 is
𝜋𝑖 𝑆,𝑁 = 𝑆𝑉 𝑁 − 𝐸
To sustain 𝑁 firms we need 𝑆 ≥ 𝐸/𝑉 𝑁
If 𝑆 is large we get lot of firms with small 𝑉 𝑁
Big markets have a lot of firms
Lot of restaurants in SF, a few less in SC
But we know many big markets with small 𝑁
NYC
Page 1 Microeconomics CH 9-10 Take home quiz. Mar.docxalfred4lewis58146
Page 1
Microeconomics: CH 9-10 Take home quiz.
Mark your answers on a Scantron BEFORE class. Bring your Scantron to Class On Monday,
November 26. Be sure to be on time, late Scantron forms will be penalized. Scantron forms
coming in after we complete the review in class cannot be accepted for points.
1. Perfect competition is a model of the market that assumes all of the following EXCEPT:
A) a large number of firms.
B) firms face downward-sloping demand curves.
C) firms produce identical goods.
D) many buyers.
2. Which of the following is true in a perfectly competitive market?
A) One unit of a good or service cannot be differentiated from any other on any basis.
B) Brand preferences exist but are very slight.
C) Barriers to entry are relatively strong.
D) Information is costly.
3. Marginal revenue:
A) is the slope of the average revenue curve.
B) equals the market price in perfect competition.
C) is the change in quantity divided by the change in total revenue.
D) is the price divided by the changes in quantity.
4. A firm's total output times the price at which it sells that output is:
A) net revenue.
B) total revenue.
C) average revenue.
D) marginal revenue.
5. In perfect competition:
A) price and marginal cost are the same.
B) price and marginal revenue are the same.
C) price and total revenue are the same.
D) total revenue and total variable cost are the same.
Page 2
Use the following to answer questions 6-9:
6. (Exhibit: Profit Maximizing) The exhibit shows cost curves for a firm operating in a
perfectly competitive market. Curve M is the _______ curve.
A) ATC
B) MR
C) MC
D) AVC
7. (Exhibit: Profit Maximizing) The exhibit shows cost curves for a firm operating in a
perfectly competitive market. Curve N is the _______ curve.
A) ATC
B) MR
C) MC
D) AVC
8. (Exhibit: Profit Maximizing) The exhibit shows cost curves for a firm operating in a
perfectly competitive market. If the market price is P3, the firm will produce quantity
_______ and _______ in the short run.
A) q2; make a profit
B) q1; break even
C) q2; incur a loss
D) q4; incur a loss
9. (Exhibit: Profit Maximizing) The exhibit shows cost curves for a firm operating in a
perfectly competitive market. If the market price is P4:
A) firms will leave the industry and the price will fall in the long run.
B) there will be economic profits in the short run and firms will enter the industry in
the long run driving the market price lower.
C) the market supply curve will shift to the left and price will fall in the long run.
D) the firm will continue producing q3 and will continue to make economic profits in
the long run.
Page 3
Use the following to answer questions 10-11:
10. (Exhibit: A Perfectly Competitive Firm in the Short Run) The lowest price that will
yield zero economic profits is indicated by th.
Melissa HinkhouseWeek 3-Original PostNURS 6050 Policy and A.docxwkyra78
Melissa Hinkhouse
Week 3-Original Post
NURS 6050: Policy and Advocacy for Improving Population Health
Walden University
In 2010 The Affordable Care Act (ACA) was enacted; the hope was to expand access to medical care, make coverage more affordable, and decrease the number of people without medical insurance. The Affordable Care Act (ACA) expanded and improved health insurance coverage in two primary ways. First, the number of individuals receiving insurance coverage grown by increasing access to coverage through Medicaid expansion and providing subsidies to purchase private insurance on the health care exchanges. Second, the ACA upgraded the quality and scope of coverage by improving benefit design, including implementing the essential health benefits (Willison & Singer, 2017). People who did not have coverage through their employer or Medicaid were required to purchase insurance through the Marketplace. The Marketplace was created as a one-stop-shop for people to view multiple plans and purchase insurance. Just because you have access to health care insurance does not mean you are going to receive quality health care (Teitelbaum, 2018).
Both parties have asked that the ACA be repealed or replaced for multiple reasons. Every Republican presidential candidate for 2016 has called for the repeal of the ACA. Some, but not all, Republican candidates have proposed health policies that they would like to put in place after repeal, but there is no broad agreement on a replacement for the ACA (Buettgens & Blumberg, 2016). The federal government would spend $90.9 billion less on health care for the nonelderly in 2021 if the ACA were repealed (Buettgens & Blumberg, 2016). State governments as a whole would spend $5.2 billion more on health care for the nonelderly in 2021 if the ACA were repealed (Buettgens & Blumberg, 2016). Healthcare is a priority to many Americans for obvious reasons; it was more costly for those with preexisting conditions before the ACA to obtain Medical Insurance. With the ACA the income guidelines for Medicaid where changed so additional people qualified that didn’t prior. As a Behavioral Health Nurse, I am a fan of anyone and everyone having access to Healthcare Services. I have seen to many times my patient not have the money for their medications because insurance was canceled so they go off their medications, they become unstable and ended up in the Emergency Department and admitted Inpatient, costing more money, hurting themselves and their loved ones.
Politicians are aware that election time is the best time to play the tug of war game with the heavy ticket items to capture someone votes. Republicans ran hard on promises to get rid of the law in every election since it passed in 2010. But when the GOP finally got control of the House, the Senate and the White House in 2017, Republicans found
they could not reach agreement
on how to "repeal and replace" the law (Kaiser Health News, 2018). And political strategists s.
Melissa Hinkhouse
Advanced Pharmacology NURS-6521N-43
Professor Dr. Vicki Gardin
Discussion Board Week 1-Original Post
11/30/2020
I have worked in an outpatient behavioral health clinic for the past seven years with many different providers. I live in a rural community, many patients wait six to twelve months to be seen. Patients being treated for Attention Deficit Disorder must be officially tested before being seen by a Psychologist. For this discussion board post, I have changed the name of my patient to Paul to ensure patient confidentially. The provider I worked with this particular patient will also be referred to as PMHNP to ensure provider confidentiality.
Paul was a ten-year-old Caucasian male referred to our clinic diagnosed per DSM criteria, confirmed via Psychologist testing with ADHD. When he saw the Psychologist, he was also diagnosed with mild depression and anxiety. He struggled with concentration, hyperactivity, impulse control, and disorganization. He presented to his appointment with his mother and father, clean, well-nourished, pleasant, interactive with staff, reported no medication allergies, current medication Zyrtec for seasonal allergies. Paul just had his well-child exam and is current on vaccinations and his primary care provider completed lab work to include CBC, CMP, TSH, Vit D, B12, and A1C, all have returned normal. Family history reported father has a history of ADHD (never medicated), brother has a history of depression and anxiety (never medicated treating with psychotherapy), no other significant family history to report. Paul’s current weight at his appointment was 30kg.
PMHNP spent one hour with Paul and his parents for the initial new patient appointment (Thursday). It was decided Paul would be prescribed Strattera (atomoxetine) 40mg once a day for one week then increase to 80mg once a day. I returned to work on Monday and received a call from Paul’s mom, she said he was acting strange. He was tearful, had been in his room with the door closed for most of the weekend, she stated on Sunday she went into his room and he was crying and said he was just thinking about dying and his parents dying. She stated he had already had his meds Sunday so she kept him with her that entire day and made Sunday night a campout night in the Livingroom so he would think it was fun and she could keep a close eye on him. I had a cancelation that morning for him to come to see PMHNP and he was in to see her within twenty minutes and removed from Strattera. His parents decided medications were no longer the route they wanted to try for treatment and a referral was made for psychotherapy.
The only medication Paul takes on occasion is Zyrtec which is in an antihistamine drug class, Strattera is a selective norepinephrine reuptake inhibitor; there is no known drug interaction between the two medications. Reflecting on his age and the medication, Strattera has a black box labeled for suicidal ideation with adolescents dia.
Meiner, S. E., & Yeager, J. J. (2019). Chapter 17Chap.docxwkyra78
Meiner, S. E., & Yeager, J. J. (2019).
Chapter 17
Chapter_017.pptx
Chapter 18
Chapter_018.pptx
Chapter 19
Chapter_019.pptx
Chapter 20
Chapter_020.pptx
Watch
None.
Supplemental Materials & Resources
Visit the
CINAHL Complete
under the
A-to-Z Databases
on the
University Library's
website and locate the article(s) below:
O’Keefe-McCarthy, S. (2009). Technologically-mediated nursing care: The impact on moral agency. Nursing Ethics, 16(6), 76-796.
Teutsch, S., & Rechel, B. (2012). Ethics of resource allocation and rationing medical care in a time of fiscal restraint: US and Europe. Public Health Reviews, 34(1), 1-10.
QUESTION
Define presbycusis, name signs and symptoms, etiology and differential diagnosis.
Create 3 interventions-education measures with a patient with Presbycusis.
List, define and elaborate on three different retinal and macular diseases age-related.
Submission Instructions:
Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources
Your assignment will be graded according to the grading rubric.
.
member is a security software architect in a cloud service provider .docxwkyra78
member is a security software architect in a cloud service provider company, assigned to a project to provide the client with data integrity and confidentiality protections for data in transit that will be using applications in the cloud. Your client is an HR company that is moving HR applications and HR data into a community cloud, sharing tenancy with other clients. Your company has set up a software as a service, SAS, offering for its client base.
The data that the HR company will be pushing to and from the cloud will contain sensitive employee information, such as personally identifiable information, PII. You will have to address sensitive data and transit issues of the client data using the HR applications stored in the cloud, and provide a life cycle management report that includes solutions to the cloud computing architect of your company.
Software Development Life Cycle
Technology development and implementation usually follow a software development life cycle (SDLC) methodology. This approach ensures accuracy of information for analysis and decision making, as well as appropriate resources for effective technology management.
You and your team members will use components of the SDLC methodology to develop a
life cycle management report
for the cloud computing architect of a company. This is a group exercise, representing the kind of collaboration often required in the cybersecurity technology community.
There are 11 steps to lead you through this project. Similar steps are typically used in organizational SDLC projects. Most steps should take no more than two hours to complete, and the entire project should take no more than three weeks to complete. Begin with the workplace scenario, and then continue with Step 1: “Initiating the Project.”
Life Cycle Management Report:
A 10- to 15-page double-spaced Word document on data protection techniques for a cloud-based service with citations in APA format. The page count does not include figures or tables. There is no penalty for using additional pages if you need them. Include a minimum of six references. Include a reference list with the report.
As the cloud security architect, you must understand the security development life cycle process. Review the following resources to learn about the security development life cycle process:
security development life cycle
software development methodologies
Click the following links to learn more about critical infrastructure sectors:
Critical Infrastructure Sectors
. Read their descriptions and consider which sector you support in your role.
Process Control Systems: Cybersecurity and Defense
To be completed by a designated team member:
You will begin your Life Cycle Management Report now.
Choose a fictional or actual organization. Describe the mission of the organization and the business need to move to a cloud environment.
Identify the scope of the security architecture and include a topology. To narrow your scope, focus on is.
Melissa ShortridgeWeek 6COLLAPSEMy own attitude has ch.docxwkyra78
Melissa Shortridge
Week 6
COLLAPSE
My own attitude has changed from lack of understanding to enlightenment over the years. In elementary school I never experienced students with disabilities in my classrooms, growing up. But as the years went on and legislation changed students with disabilities started trickling into general education classrooms. They were always ignored by other students and often times had an aide to assist them with assignments. As an adult my heart has opened up to accept all types of people. In the Pennhurst documentary, it was reiterated, they are just people (Baldini, 1968). Which is my outlook on how to treat everyone. Every single person is a human being, treat them the way you wish to be treated. Everyone no matter their race, disability or socio-economic status deserves to be treated humanely.
As an educator I have worked with several different types of students. Students from low socio-economic areas, behavioral issues, vision impairments, hearing impairments, with autism, hyper activity and down syndrome, and with all of these students I have given them my best effort to show them that they are students first. Slavin and Schunk (2017) said it best, “Each student has many characteristics, and the disability is only one of them. To define the child in terms of the disability does him or her an injustice” (p. 235). It is our role as an educator to incorporate different learning styles to give each student, regardless of disabilities, the education that they deserve.
Welcoming students with disabilities into my classroom will be an important aspect in my role as an educator. Allowing each student to feel love and acceptance by peers is important for any students success. Van Brummelen (2009) states, “ It is important to appreciate students with special needs for who they are. Always look beyond their disabilities and teach them as whole persons” (p. 208). Being an advocate for my students with learning disabilities will garner them respect and dignity that they need to be self sufficient. In the Pennhurst documentary, the children did not have complete proper advocacy from the people that worked with them. They were simply shuffled along and not given the proper education and care that they needed to be self-sufficient (Baldini, 1968). “Defend the weak and the fatherless; uphold the cause of the poor and oppressed. Rescue the weak and the needy; deliver them from the hand of the wicked” (Psalm 82:3-4, New International Version). It is our Godly duty to defend individuals who can not defend themselves. In His eyes we are all created equal and in that we all deserve equal treatment and opportunities.
References
Baldini, B. (1968). Suffer the Little Children: Pennhurst Pennsylvania State Home for Disabled Children [Video file]. Retrieved from
https://youtu.be/YG33HvIKOgQ
Slavin, R.E., & Schunk D.H. (2017). Learning Theories: EDUC 500 (1st ed.) Boston, MA: Pearson.
Van Brummelen, H. (2009). Walking wit.
Melissa is a 15-year-old high school student. Over the last week.docxwkyra78
Melissa is a 15-year-old high school student. Over the last week, she had been feeling tired and found it difficult to stay awake in class. By the time the weekend had arrived, she developed a sore throat that made it difficult to eat and even drink. Melissa was too tired to get out of bed, and she said her head ached. On Monday morning, her mother took her to her doctor. Upon completing the physical exam, he told Melissa the lymph nodes were enlarged in her neck and she had a fever. He ordered blood tests and told Melissa he thought she had mononucleosis, a viral infection requiring much bed rest.
Innate and adaptive immune defenses work collectively in destroying invasive microorganisms. What is the interaction between macrophages and T lymphocytes during the presentation of antigen?
Melissa’s illness is caused by a virus. Where are type I interferons produced, and why are they important in combating viral infections?
Humoral immunity involves the activation of B lymphocytes and production of antibodies. What are the general mechanisms of action that make antibodies a key component of an immune response?
.
Measurement
of
the
angle
θ
For
better
understanding
I
am
showing
you
a
different
particle
track
diagram
bellow.
Where
at
point
C
particle
𝜋! 𝑎𝑛𝑑 Σ!
are
created
and
the
Σ!
decays
into
𝜋∓ 𝑎𝑛𝑑 K!
particles
The
angle
θ
between
the
π−
and
Σ−
momentum
vectors
can
be
determined
by
drawing
tangents
to
the
π−
and
Σ−
tracks
at
the
point
of
the
Σ−
decay.
We
can
then
measure
the
angle
between
the
tangents
using
a
protractor.
Alternative
method
which
does
not
require
a
protractor
is
also
possible.
Let
AC
and
BC
be
the
tangents
to
the
π−
and
Σ−
tracks
respectively.
Drop
a
perpendicular
(AB)
and
measure
the
distances
AB
and
BC.
The
ratio
AB/BC
gives
the
tangent
of
the
angle180◦−θ.
It
should
be
noted
that
only
some
of
the
time
will
the
angle
θ
exceed
90◦
as
shown
here.
Determining
the
uncertainty
of
Measurements
In
part
B,
It
is
asked
to
estimate
the
uncertainty
of
your
measurements
of
𝜃
and
r.
Uncertainty
of
measurement
is
the
doubt
that
exists
about
the
result
of
any
measurement.
You
might
think
that
well-‐made
rulers,
clocks
and
thermometers
should
be
trustworthy,
and
give
the
right
answers.
But
for
every
measurement
-‐
even
the
most
careful
-‐
there
is
always
a
margin
of
doubt.
It
is
important
not
to
confuse
the
terms
‘error’
and
‘uncertainty’.
Error
is
the
difference
between
the
measured
value
and
the
‘true
value’
of
the
thing
being
measured.
Uncertainty
is
a
quantification
of
the
doubt
about
the
measurement
result
Since
there
is
always
a
margin
of
doubt
about
any
measurement,
we
need
to
ask
‘How
big
is
the
margin?’
and
‘How
bad
is
the
doubt?’
Thus,
two
numbers
are
really
needed
in
order
to
quantify
an
uncertainty.
One
is
the
width
of
the
margin,
or
interval.
The
other
is
a
confidence
level,
and
states
how
sure
we
are
that
the
‘true
value’
is
within
that
margin.
You
can
increase
the
amount
of
information
you
get
from
your
measurements
by
taking
a
number
of
readings
and
carrying
out
Measurement of the angle θ For better understanding .docxwkyra78
Measurement of the angle θ
For better understanding I am showing you a different particle track diagram bellow. Where at
point C particle 𝜋 − 𝑎𝑛𝑑 Σ− are created and the Σ− decays into 𝜋 ∓ 𝑎𝑛𝑑 K− particles
The angle θ between the π− and Σ− momentum vectors can be determined by drawing tangents
to the π− and Σ− tracks at the point of the Σ− decay. We can then measure the angle between
the tangents using a protractor. Alternative method which does not require a protractor is also
possible. Let AC and BC be the tangents to the π− and Σ− tracks respectively. Drop a
perpendicular (AB) and measure the distances AB and BC. The ratio AB/BC gives the tangent of
the angle180◦−θ. It should be noted that only some of the time will the angle θ exceed 90◦ as
shown here.
Determining the uncertainty of Measurements
In part B, It is asked to estimate the uncertainty of your measurements of 𝜃 and r.
Uncertainty of measurement is the doubt that exists about the result of any measurement. You
might think that well-made rulers, clocks and thermometers should be trustworthy, and give
the right answers. But for every measurement - even the most careful - there is always a margin
of doubt.
It is important not to confuse the terms ‘error’ and ‘uncertainty’.
Error is the difference between the measured value and the ‘true value’ of the thing being
measured.
Uncertainty is a quantification of the doubt about the measurement result
Since there is always a margin of doubt about any measurement, we need to ask ‘How big is the
margin?’ and ‘How bad is the doubt?’ Thus, two numbers are really needed in order to quantify
an uncertainty. One is the width of the margin, or interval. The other is a confidence level, and
states how sure we are that the ‘true value’ is within that margin.
You can increase the amount of information you get from your measurements by taking a
number of readings and carrying out some basic statistical calculations. The two most
important statistical calculations are to find the average or arithmetic mean, and the standard
deviation for a set of numbers.
The ‘true’ value for the standard deviation can only be found from a very large (infinite) set of
readings. From a moderate number of values, only an estimate of the standard deviation can be
found. The symbol s is usually used for the estimated standard deviation.
Suppose you have a set of n readings. Start by finding the average:
For the set of readings x={16, 19, 18, 16, 17, 19, 20, 15, 17 and 13}, the average is �̅� =
∑ 𝑥𝑖
𝑛
=
17.
Next find (𝑥𝑖 − �̅�)
2
Then 𝑠 = √
(𝑥𝑖−�̅�)
2
𝑛−1
= 2.21
Lifetime calculation
In part C you are asked to determine the life time of the neutral particles from their
momentums.
The Σ− lifetime can be approximately determined using the measured values of the Σ− track
lengths. The average momentum of the Σ− particle can be found from its initial and fin
Meaning-Making Forum 2 (Week 5)Meaning-Making Forums 1-4 are thi.docxwkyra78
Meaning-Making Forum 2 (Week 5)
Meaning-Making Forums 1-4 are this course's unique final project.
Be fully engaged in Phase Two!
After reviewing the readings, presentations, lecture notes, articles, and web-engagements, and previous assignments, artificially move your predetermined careseeker (i.e., Crossroads’ Careseekers: Bruce, Joshua, Brody, Justin, or Melissa) through Phase Two.
NOTE: These research-based forums require that you draw upon ALL
of the course readings and learning activities to date, in order to substantively develop each phase in our
Solution
-based, Short-term, Pastoral Counseling (SbStPC) process. Noticeably support each core assertion.
Rapport and Relational Alignment.
Briefly discuss how you will continue to build rapport and shift your relational style in order to best align with the careseeker’s style (i.e., use DISC language) and current behavioral position (i.e., attending, blaming, or willing).
Phase Two Distinctive Features.
Narrate movement of careseeker through Phase Two’s distinctive features (i.e., purpose, goal, chief aim, role/responsibility, use of guiding assumptions) and apply pertinent insights and techniques from ALL the readings, previous assignments, and the Bible.
Supportive Feedback Break.
What portrait, definition(s), key thought(s), and/or assessment insight from the
Quick Reference Guide
might be utilized in the supportive feedback technique?
Phase Two Marker.
Describe a marker that indicates you have collaboratively ‘imagineered” a picture of life without the problem. In what way does this marker indicate the careseeker is in a willing position and ready for Phase Three?
Food for Thought:
When learning a new people skill or counseling technique, is it normal to “feel” awkward and fake? Use at least 1 example and thoughtfully explain how this “feeling” might be normalized.
TIPS:
Carefully Follow Meaning-Making Forum Guidelines & Tips!
Make sure to use headings (5) so that the most inattentive reader may easily follow your thoughts.
Use the annotated outline approach. Bullets should have concise, complete, well-developed sentences or paragraphs.
Foster a “noble-minded” climate for investigating claims through well-supported core assertions (i.e., consider the validation pattern of the Bereans; Acts 17:11).
Noticeably support assertions to facilitate further investigation and to avoid the appearance of plagiarism.
Since you have the required materials (e.g.,
Masterpiece)
, abridge any related citations (Nichols, p. 12) and do not list the required source in a References’ section.
Secondary sources must follow current APA guidelines for citations and References.
Make every effort to prove that you care about the subject matter by proofreading to eliminate grammar and spelling distractions.
A substantive thread (at least 450 words)
.
MBA6231 - 1.1 - project charter.docxProject Charter Pr.docxwkyra78
MBA6231 - 1.1 - project charter.docx
Project Charter
Project Charter
Student Name
Institution
Course Code
Project Title: Michael Joseph Place, The place to be
Project Start Date: 25/7/2018
Projected Finish Date: 25/12/2018
Budget Information: $ 4,500.00
Project Manager: Student name,[email protected], 210- 105 - 6676
Business Need
The project manager will be hosting an evening lounge event that will be targeting the clientele to an upscale lounge to be built in downtown. Through such an event the city will have a positive exposure.
There will be need for effective marketing, music, modern décor and most likely investors. The menu for food and drinks will need to be within budget. The venue needs to have amiable space and adequate seats for all guests.
The first step to this project involves coming up with a plan on a piece of paper. Once this is done the next step will involve selection of vendors to various goods and services. Once everything has been put to perspective the next stage will be to involve investors who will include local business owners. These investors will be encouraged to do so with the exchange for them to market and advertise their products at the event. We will have three packages for investors including Silver, Gold and Platinum packages.
Project Objectives
The proposal is to have a social entertainment evening lounge in Chicago. The project managers will be showcasing the new concept of entertainment by holding a series of events known as “The Place to be!”
· The events will be used to showcase the atmosphere that the new lounge will be offering
· The events will offer the professional audiences an opportunity to network while at the same time being entertained.
· The events will be targeting an audience of 150 attendants
· To have an environment where attendants can dance, dine and drink socially while discussing business.
Approach
This project will be managed in accordance with the PMI approach as modified.
Assumptions/Constraints/Dependencies
The assumption is that with the provision of an exquisite and upscale venue that is mature in Chicago, IL, will be successful due to the fact that there is no such a venue within a 100 mile radius.
One of the likely constraint is finding a venue that grabs attention of the targeted crowd.
The success of these events depends on attracting two sets of individuals. One of them is investors and the other is private professionals who will attend a social event at night.
Initial Risk Factors
· Obtaining a liquor license on time for the event is the major risk factor.
· Failure of attendees despite investing money and time is another risk.
· Failing to complete the organizational plans within 30 days before the event series begin.
· Not attracting any viable investors
Regulatory cost/impact
One of the needed licensing is from the city council where I will be required to get a special event license. This will enable us to have alcohol i.
Medication Errors Led to Disastrous Outcomes1. Search th.docxwkyra78
Medication Errors Led to Disastrous Outcomes
1. Search the internet and learn about the cases of nurses Julie Thao and Kimberly Hiatt.
2. List and discuss lessons that you and all healthcare professionals can learn from these two cases.
3. Describe how the principle of beneficence and the virtue of benevolence could be applied to these cases. Do you think the hospital administrators handled the situations legally and ethically?
4. In addition to benevolence, which other virtues exhibited by their colleagues might have helped Thao and Hiatt?
5. Discuss personal virtues that might be helpful to second victims themselves to navigate the grieving process.
.
Meet, call, Skype or Zoom with a retired athlete and interview himh.docxwkyra78
Meet, call, Skype or Zoom with a retired athlete and interview him/her about his or her transition experiences.
Please use this
interview guide
Actions
when conducting your interview.
Submit a minimum 400 word written reflection with the following:
Brief summary of the athlete's sport career transition
Main takeaways from the conversation
Advice you received and what you learned
Connection to course material
.
Medication Administration Make a list of the most common med.docxwkyra78
Medication Administration
Make a list of the most common medication administration errors and suggest steps that can be taken to prevent these errors.
APA format is required for this written assignment. This is a safe assign homework, no more that 20% of similarities permitted.
.
media portfolio”about chapter 1 to 15 from the book Ci.docxwkyra78
“media portfolio”
about chapter 1 to 15
from the book
Ciccarelli, S., & White, J. (2017).
Psychology
(5th Edition), Pearson.
which can include
newspaper,
magazine clippings
, and other media
that illustrate
psychological concepts covered in this course.
o
It is encouraged to be creative as possible and consider a wide variety of
sources which include: newspapers, magazines, editorials, advice and
medical columns, cartoons, etc. The sky is the l
imit!
o
A minimum of 15 clippings
should be included and should cover each
chapter
in the text book
(Chapters 1 through 15).
o
Each clipping should be explained by providing the source and how it is
related to a particular psychological concept, theory, or research finding
from the text or class lectures.
o
Sources should be in APA format!
Each “media clipping” should be on letter sized (8 ½ x 11) sized paper,
Paper can colored, etc...be creative!
.
Mediation
Name
AMU
Date
Mediation
Recently, I had a dispute with a friend based on sharing of roles and duties at work. If I were to use a mediation to solve the conflict I would have used facilitative mediation instead of evaluative mediation. Facilitative mediation refers to the types of solving conflicts where the mediator creates a process to assist the parties in reaching into a mutual agreement. Evaluative mediation on the other hand refers to the type of mediation where the judge helps the parties in reaching into a resolution through using the weakness of the case (Shrout & Bolger, 2017). The nature of the dispute plays a very huge role when choosing the type of mediation style to use. Since some cases can not fit well or makes it hard to find a solution when using a certain mediation style. For instance work related disputes and family related disputes require mediation that won’t seem to favor one party.
I would use transformative mediation, since it is mostly bases on improving the personal power of each party (Folberg & Taylor, 2016). Also transformative mediation mainly helps in creating a sense of understanding between the two parties through communication so as to solve the dispute. And lastly the reason why I would use the mediation is because; the process that is used does not favor one party. During the process, the mediator listens to both parties and from this he or she is able to help in making the two understand each other and be able to come into a mutual agreement.
References
Folberg, J., & Taylor, A. (2016). Mediation: A comprehensive guide to resolving conflicts without litigation.
Preacher, K. J., & Hayes, A. F. (2014). SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior research methods, instruments, & computers, 36(4), 717-731.
Shrout, P. E., & Bolger, N. (2017). Mediation in experimental and nonexperimental studies: new procedures and recommendations. Psychological methods, 7(4), 422.
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Assignment Guidelines
Address the following in 1,250–1,750 words:
How is the criminal justice system portrayed in the media? Explain.
What impact do the media have on a viewer's perception as to the system's efficacy in dealing with crime? Explain.
Does coverage of sensationalistic and violent crime create fear among the general public? Explain.
Does this fear influence criminal justice policy attitudes? Explain in detail.
Is there a correlation between gender, education, income, age, and perceived neighborhood problems and police effectiveness in dealing with crime? Explain in detail.
In this assignment, external research is essential to successful submission. You must utilize at least 5–7 academic or scholarly external resources to support your arguments.
Be sure to reference all of your sources using APA style.
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Task: Write an essay in which you critically analyze at least 3 published commentaries/presentations related to an issue connected to social media. For each commentary/presentation, your analysis must include an evaluation of the evidence and reasoning presented as well as an examination of the value the commentary/presentation has for its intended audience and others. Compare and contrast various authors’ claims and perspectives.
Points: 200 (160 points from rubric-based assessment; 40 points for submitting a Reviewed Draft*).
Requirements:
Review a minimum of three substantive articles, videos, or presentations that have been published in major print or multimedia sources (e.g., a magazine article; a blog; a YouTube video),
Provide a brief, meaningful summary of each of the published presentations.
Analyze the quality of the claim, evidence, and reasoning in each presentation, with a focus on the validity and value of the presentations.
Use APA format – including in-text parenthetical citations along with a reference list at the end of the assignment.
Answer the following questions in your analysis:
What are the purpose, claims, evidence, and reasoning of each presentation?
What are the qualifications and authority of each author?
In what ways do the authors reflect bias? How do the authors account for their bias?
Are there any significant statements or omissions that might affect the reliability of the information or arguments presented?
Presentation Format:
1000 - 2,000 words
12 point, Times New Roman or Arial Font
Double-Spaced
APA format for body and References page
Follow the paragraph format below to be sure that you have covered all the requirements for the topic you have chosen:
Paragraph #1 1st article title, author and their qualifications along with a summary of it. 20 points
Paragraph #2 2nd article title/presentation, author and their qualifications along with a summary of it 20 points
Paragraph #3 3rd article title/presentation, author and their qualifications and of course a summary of it. 20 points
Paragraph #4 compare and contrast the purpose and the claims of each of the three authors 20 points
Paragraph #5 compare and contrast the evidence shown and the reasoning of each author/presentation 30 points
Paragraph #6 in what ways do the author's reflect bias/fallacies and how do they account for them? 20 points
Paragraph #7 Are there any significant statements or omissions that might affect the reliability of the
information or arguments presented? Which one drew your attention and why? 20 points
APA References alphabetized, double spaced and indented on t.
Mayan gods and goddesses are very much a part of this text. Their i.docxwkyra78
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Media and SocietyIn 1,100 words, complete the followingAn.docxwkyra78
Media and Society
In 1,100 words, complete the following:
Analyze two ways that media affect culture and society. Identify at least one positive and one negative implication arising from technology’s effect on society.
Media has changed exponentially over the past 25 years with the introduction of the Internet and social media. How can people enhance their media literacy? Identify one to two challenges that media will introduce for society in the next 20-30 years and how people can use their media literacy to meet these challenges.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the
LopesWrite Technical Support articles
for assistance.
FOLLOW THE RUBRIC- CHECK YOUR FINAL PAPER WITH THE ATTACHED RUBRIC!
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MBA 5110 – Business Organization and ManagementMidterm ExamAns.docxwkyra78
MBA 5110 – Business Organization and Management
Midterm Exam
Answer each of the following questions in this document, inserting your answers between each question. You may use your textbook and notes, but you may not consult with another individual. You may not use the Internet for assistance in answering these questions. Each question should be answered with a minimum of one paragraph, properly formatted according to APA 6th edition guidelines and referencing your textbook. Please list your textbook in a reference section at the end of this document. Submit this Word document with your answers to Moodle.
1. How have organizational structures and management styles changed over the past century?
2. Explain the concept of open and closed systems and how this relates to organization theory.
3. Define each of Porter’s Competitive Strategies and give an example of a company using each of these strategies.
4. Compare vertical and horizontal organizational structures in terms of effectiveness and adaptability in the rapidly changing business environment.
5. Choose one of the following theories and explain the theory. Give an example of a company that demonstrates the chosen theory and how the company uses the theory.
Theories: Chaos Theory, Resource-Dependence Theory, Population-Ecology Perspective, Contingency Theory, or Organizational Learning Theory
Response 1 PD
Question 1
A set of beliefs, norms and values that is shared by a group, culture is a systemic sense that can create a common commitment to an organization’s mission. With identifying markers that extend beyond the individual, it can be represented in a fabric of shared themes and feelings. Whether displayed in forms of dress, symbols, verbal phrases or typical behaviors, its permeance can be silent in its mode of action, yet quite visible to internal and external stakeholders (Daft, 2018).
Serving two fundamental and critical functions, the culture of an organization can be a catalyst in uniting members in how they relate to one another within the organization and how the members follow the same process in relation to the outside environment (Daft, 2018). However, although it is often associated with ethical decision making (Kara, Rojas-Mendez & Turan), the element of inequality can create fear and discourse if an unrealistic and bias culture themes are dictated, thus resulting in disagreement or conflict with management. Therefore, the perception of stakeholders or groups of interest regarding the cultural practices of the organization may not be entirely correct (Gonzalez-Rodriguez, Diaz-Fernández & Biagio, 2019).
Directly related to the perception of the value system of the organization and its management, the acceptable cultural differences that shape the internal behavior of members can have an impact in external relationships (Gonzalez-Rodriguez, Diaz-Fernández & Biagio, 2019). However, as Daft (2018) noted, a mechanistic or controlling system may block any organic input,.
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
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Problem Set 2.pdfProblem Set 2 ECO105 Industrial Organiz.docx
1. Problem Set 2.pdf
Problem Set 2
ECO105 Industrial Organization and Firm Strategy
Professor Michael Noel
University of California San Diego
------
1. A single-product monopolist sells output to two
geographically separated markets. Arbitrage is not
possible. The inverse demand curve in market 1 is given by p1 =
8 - q1 and in market 2, it is p2 = 4 -
q2. Note: if you get stuck in one part, move on to the next.)
a. The monopolist currently produces the output at a single
plant (called plant "A") with total cost
function C(qA) = 0.5qA
2. Hence qA = q1 + q2 is the total output of the firm (which we
can also
call Q). Find the quantities sold in each market, q1 and q2, and
total output Q. Find the profits of
the firm. (Hint: this is the basic third degree price
discriminating problem. Make sure to
substitute qA out of the problem using the constraint, so that the
problem is all in terms of the
two “free” variables, q1 and q2.)
b. (From an old exam.) The monopolist is considering adding a
second plant, plant "B". The total
2. cost function for plant "B" is C(qB) = qB + 0.25qB
2. Hence, if the monopolist purchases the new
plant, her total production is qA + qB = Q, where qA is
produced in plant A and qB is produced in
plant B. She then sells Q = q1 + q2 in output, where q1 is sold
in market 1 and q2 is sold in market
2. Find the output sold in each market, q1 and q2, the amount of
good produced at each plant, qA
and qB, and the total output, Q. Find the profits of the firm in
this case. How much is the firm
willing to pay to purchase plant B? (Hint: Do NOT assume that
a single plant is matched solely
with a single market! You only know that the total produced
equals to the total sold, so q1 + q2 =
qA + qB ( = Q). There are now four quantities to find, q1, q2,
qA, qB, but only three of them are
“free variables”, i.e. can be independently chosen. So for
example, if you know q1, q2 and qA, it
necessarily determines what qB must be. So set up your profit
function initially in terms of all
four quantities and but then use the constraint q1 + q2 = qA +
qB to substitute out one of the four.
Which three quantities you keep in the equation is up to you.
Then solve for three first order
conditions.)
c. (Challenging.) Assume a new law prohibits price
discrimination and requires the monopolist to
charge the same price in both markets. Repeat part a. under this
assumption, i.e. only plant A. Has
welfare increased, decreased or remained unchanged relative to
part a.? Warning: check to see if
both markets are being served in equilibrium! (You will need to
“add” up the two demand curves
3. – add the q’s, not the p’s! A diagram will help. Watch out for
the kinks, it may be that only one
group will be served and it may be that both will be served. At
the end it may help to plot your
numerical answer on your graph and make sure it makes sense.
For example, if you find both
groups are served, you should be on the segment of the demand
curve in your diagram where both
would be served.)
d. Assume instead there is one market with demand given by
p1=2 – q1 and two plants. The cost
function for plant A is C(qA) = qA and the cost function at
plant B is C(qB) = 2qB
2. Solve for the
quantity produced at each plant and the total quantity. (Hint:
this is known as the “multiplant
monopoly” problem. The solution concept is the same as
always: the key thing is to think
carefully about what the profit function must look like. Note
that q1=qA + qB by constraint, so
there are only two “free variables” and you should only be
solving two first order conditions.)
2. A monopolist producing bicycles faces two types of
consumers: light duty users and heavy duty
users, indexed by θL and θ H respectively, where θL < θH.
There are equal numbers of each type of
consumer and each consumer has unit demand for bicycles (ie.
buys one or zero.) A consumer of type
4. θ has valuation equal to V(θ, q) = 0.5θ(1 – (1-q)2) for a bicycle
of quality q. Marginal cost of
production is constant and equal to c regardless of quality.
a. Find ∂V/∂q, ∂2V/∂q2, ∂V/∂θ, ∂2V/∂q∂θ and verify that the
standard assumptions on these values
hold. Explain the importance of each assumption.
b. Assume the monopolist can observe the type of any given
individual. Set up the fully non-linear
maximization program in which the monopolist offers for sale a
high quality version (q = qH) at a
price RH and a low quality version (q = qL) at a price RL. (For
your practice, do not carry the
general “V” functions throughout the problem (or else you are
just copying from the board) but
instead insert the specific equations for V into your setup of the
problem. You can check your
answers match what we did in class at the end).
c. Solve this maximization program for the optimal qualities
and prices (q L, RL) and (q H, RH).
What is the consumer surplus, also known as “rent”, enjoyed by
the low type? The high type?
Carefully draw the equilibrium in a diagram.
d. Assume instead the monopolist cannot observe the type of
any given individual. Set up the fully
non-linear maximization program in which the monopolist
offers for sale a high quality version
and a low quality version. Plug in the specific equations for V
right from the start. Solve for (q
5. L, RL) and (q H, RH). What is the consumer surplus, or rent,
enjoyed by the low type? The high
type? Compare the quantities you find to those in part c.)
Carefully draw the equilibrium in a
diagram.
e. Assume instead there are exactly two consumers, person H
and person L, and let VH(q) = 5q and
VL(q) = 4q. (Note that at least one of our usual assumptions on
V is violated…which one(s)?)
Assume the total cost of producing one high quality good and
the low quality good is C(qH) =
qH
2/2 and C(qL) = qL
2/2 respectively. Redo part c and d. with these changes. (Note
that marginal
cost is no longer constant so the equations from the
board…which assumed constant marginal
cost…are no longer identical to what you would get here!)
3. A monopolist faces two types of consumers: low demand
consumers and high demand consumers. A
high demand consumer has valuation equal to VH(q) = 10 + q -
q2 for q units of output and a low
demand consumer has valuation equal to VL(q) = 10 + q - 2q2
for q units of output. There are equal
numbers of each type of consumer. Marginal cost of production
is constant and equal to c. The
monopolist wishes to offer two packages (q L, RL) and (q H,
RH) where qi is the quantity of output
6. in package i and Ri is the total price for package i.
a. Assuming the monopolist can observe the type of any given
consumer, set up the monopolist’s
fully non-linear maximization program solve this program for
the profit maximizing quantities
and total package prices (q L, RL) and (q H, RH). (Again, insert
your functions for V from the
start.)
b. Assuming the monopolist cannot observe the type of any
given consumer, set up and solve her
maximization program. Compare your answers to part b.)
Problem Set 3.pdf
Problem Set 3
ECO105 Industrial Organization and Firm Strategy
Professor Michael Noel
University of California San Diego
------
1. A monopolist produces a durable good. All production takes
place at constant MC= c in the first
period and the good lasts until the end of the second period.
There is a continuum of consumers
uniformly distributed on [0, 1], indexed by θ. A consumer
receives utility u = 2 θ - p if she purchases
7. the good in the first period (and enjoys it for two periods) and u
= θ - p if she buys in the second
period. The monopolist can charge different prices in each
period.
a. Assume the monopolist can credibly commit to a specific
second period price while still at the
beginning of the first period.
i. Set up the maximization program.
indifferent between buying in the first period
indifferent between buying in the second
and not buying at all.) Warning! – you may be violating an
implicit constraint (chances are, you are.)
Find out what implicit constraint is being broken, then impose
the constraint and solve again.
b. Assuming that the monopolist cannot commit to a second
period price, find θ1, θ 2, q1, p1, q2, and
p2. Which outcome does the monopolist prefer, that of part a. or
part b.?
c. Repeat parts a. and b. but assuming that the utility to a
consumer is u = 3θ- p1 if she purchases in
period 1, u = θ - p2 if she purchases in period 2, 0 if she does
not buy, and MC = 0. (This is
someone who gets extra value from owning something brand
8. new.)
2. Two firms compete Cournot. The market demand curve is Q =
16/p and each firm faces a cost
function C(qi) = cqi.
a. Find the equilibrium firm quantities, industry quantity, price
and firm profits.
b. Sketch the best response functions for each firm in a single
diagram.
c. Verify that the Lerner Condition (for Cournot competition)
holds.
d. Repeat a. and b. using the market demand curve Q = 1 – p
and a cost function for each firm of
C(qi)=qi/2.
3. There are 9 firms in an industry. The demand curve is given
by Q = 55 - p.
a. Assume each firm has cost function C(qi) = 5qi. (That is,
MCi = 5, for all i = 1..9). Find the total
9. industry output Q, the price, each firm’s profits and the
Herfindahl index.
b. Assume instead each firm i has cost function C(qi) = iqi, i =
1..9 (That is, MC1 = 1, MC2 = 2,
MC3 = 3,…, MC9 = 9.) Find the total industry output and the
industry price.
c. Is the Herfindahl index higher in part a. or part b.? Is welfare
higher in part a. or part b.? Do not
attempt to do any math here (which is cumbersome) to find
welfare explicitly – use your answers
for Q and P to infer which outcome is more efficient. What does
the asymmetry in costs reveal
about the Herfindahl?
d. Let C(qi) = iqi as in part b. but assume that demand has
fallen to Q = 10 - P. Find total industry
output and industry price. Hint: sum up the first order
conditions. This is tricky -- look carefully
at your answer…are you violating any implicit constraints? If
you are (and you probably are),
impose the constraints and solve again.
4. (From an old exam.) Polar Parkas are sold are two
independent and very distant markets. Market N is
controlled by a profit-maximizing monopolist. In Market S,
there are two Cournot oligopolists:
oligopolist #1 is currently producing twice as much as the
oligopolist #2 in the equilibrium. Also
10. assume that the marginal cost of oligopolist #1 at its
equilibrium quantity is equal to the marginal cost
of the Market N monopolist at its optimal quantity. Also, at the
equilibrium prices and quantities, the
elasticity of demand in market N is 6 in absolute value, and in
market S the elasticity of demand is 2
in absolute value.
a. Show that the marginal cost of oligopolist #1 is 80% of the
marginal cost of oligopolist #2, at the
equilibrium price and quantities.
b. Show that the price in market N is 80% of the price in market
S in equilibrium. Since market N is
dominated by a monopolist, and market S has competing firms,
explain in a sentence how this
price ordering can be possible?
5. Consider two firms facing a market demand curve p = 2 - Q,
and each having a cost function C(qi) =
qi. (That is, constant MC=1 and no fixed costs.)
a. Assuming the two firms compete Stackelberg where firm 1
plays first, find equilibrium firm
quantities, industry quantity, price and firm profits. Calculate
total welfare (the sum of consumer
surplus and total industry profits). Calculate the market shares
of the two firms.
11. b. Now assume the cost function for firm 2 has decreased to
C(q2) = 0. The cost function for firm 1
remains C(q1) = q1. Assuming the two firms compete
Stackelberg, find equilibrium firm
quantities, industry quantity, price and firm profits. Calculate
total welfare. Compare your results
from this part with those of part a. If you were a Department of
Justice economist, would you be
concerned about the increased market share of firm 2?
c. Assume instead the market demand curve is P = a – bQ and
costs are zero to each of the two
firms. Assuming Stackelberg competition, solve for the
equilibrium price, firm quantities,
industry quantity, firm profits, consumer surplus, and welfare.
6. Two firms each produce a differentiated good at a constant
marginal cost equal to 1. Firm i faces
demand of qi = 4 + pj - pi, where pi is the price of its own good
and pj is the price of the other firm's
good.
a. If prices are chosen simultaneously, find the best response
functions, equilibrium prices,
quantities and profits.
b. Sketch the best response functions. Label the equilibrium
point E1.
12. c. If firm 1 is able to credibly commit to choosing its price first
(ie. a Stackelberg leader in this price
game), find the equilibrium prices, quantities and profits.
Compare your results to those of part a.
Who benefits most, the leader or the follower? On the same
diagram, label this equilibrium as
point E2. (Notice that E2 is not on firm 1’s best response
function. Why not?)
d. Repeat parts a. and b. using the demand curve qi = 1 + pj – pi
and assuming costs to each firm are
zero.
7. (From an old exam.) Consider two firms (firm i and firm j)
each selling a differentiated good at zero
marginal cost in the country of Kanada. The demand for the
product sold by firm i is qi = 1 – pi – pj,
with i ≠ j.
a. Are these two goods substitutes or complements?
b. Assuming firms compete by simultaneously choosing its
prices. What are the equilibrium
prices?
c. Now assume that firm 1 and firm 2 enter into a contract in
which they agree fix prices.
13. Although illegal in the U.S., price fixing contracts are legally
binding in the country of
Kanada. Assuming prices are chosen to maximize industry
profits (and are then split
equally between them), what are the prices that the colluding
firms choose? What’s going
on here?
d. In no more than a few sentences, discuss the welfare
implications of this price-fixing
agreement. (You may calculate welfare in each case if you are
unsure.) Price fixing
agreements are almost always antitcompetitive. But should
Kanada outlaw price fixing
agreements generally? Use your answer to part a. in your
answer here.
Problem Set 4.pdf
Problem Set 4
ECO105 Industrial Organization and Firm Strategy
Professor Michael Noel
University of California San Diego
------
1. Two firms, located at either end of a linear city, compete in
prices. Each firm has constant marginal
cost equal to c. Each consumer i has unit demand, and receives
utility of uij = v - p j - tzij if she buys
14. from firm j located a distance of zij away at price pj. She
receives utility equal to zero if she does not
buy.
a. If not the whole market is served in equilibrium, find the
equilibrium price and profits for each
firm. Do profits rise or fall with an increase in t?
b. If the whole market is served in equilibrium, find the
equilibrium price and profits for each firm.
Do profits rise or fall when t increases?
c. Give the economic intuition why the sign of dπ/dt is different
in part a. and part
d. Repeat a. and b. using the utility function uij=1-pj-zij and
assuming marginal costs are zero to
each firm. Ignore the questions pertaining to t.
2. Two firms compete in prices along a linear city (as always, of
distance one). One firm is located at the
west end at point 0, the other is located in the center at point ½.
Each firm has constant marginal cost
equal to c. Each consumer i has unit demand, and receives
utility of uij = v - pj - tzij if she buys from
firm j located a distance of zij away at price pj. She receives
utility equal to zero if she does not buy.
Assume that v is large enough that all consumers buy in
equilibrium. Find the equilibrium price and
profits for each firm.
15. 3. Five infinitely lived firms produce homogeneous goods and
operate in a market with demand curve P
= 1 - Q and no marginal or fixed costs of production. Assume
the firms have a cartel agreement in
which they agree to split monopoly profits. Assume each firm
plays a grim trigger strategy: that is, if
any firm cheats, all firms revert back to the Nash equilibrium
strategy of the static game and stay
there forever. For each of the following oligopoly paradigms,
find the range of the discount factor δ
necessary to support the collusive agreement in equilibrium.
a. Firms are Bertrand competitors.
b. Firms are Cournot competitors.
4. Consider two identical, infinitely-lived firms competing in
two markets with identical demand.
However, in market A, each firm can observe in period t the
price its opponent set in period t-1, ie.
cheating can be detected in the next period. In market B, each
firm in period t can only observe past
prices up to (and including) period t-2, ie. a two-period
detection lag. (Thus each firm cannot learn its
opponents price in t-1 until period t+1.) Assume firms compete
in prices. Consider the trigger strategy
16. in which each firm sets the monopoly price in each market as
long as each has done so in every past
period, but once cheating in either market has been detected by
the opponent, they set price equal to
marginal cost in both markets forever.
a. Warmup: if only market A existed, show that collusion is
sustainable if δ≥1/2.
b. Warmup: if only market B existed, show that collusion is
sustainable if δ≥1/√2.
c. Now assume both markets exist. If a firm were to cheat, what
is the most profitable way to do so?
(Hint: it will cheat as much as possible before being detected.)
Show that collusion is sustainable
if δ = (1 + √17)/8 = 0.64.
5. Assume an incumbent who can choose advertising level K in
the first period. In the second period, the
entrant may enter by paying a fixed cost F. If it enters, the two
firms play Cournot, otherwise the
incumbent is a monopoly. Demand is given by P = K – q1 – q2.
There are no marginal costs. The cost
to the incumbent of K units of advertising is C(K) = K3. (Don’t
forget to include this at the end of the
incumbent’s profit function you write down.)
a. What K does the incumbent choose if entry is blockaded? For
what F is entry blockaded?
b. What K does the incumbent choose if it wishes to deter
entry? What are its profits (as a function
of F) when it deters entry?
17. c. Does investing in K make the incumbent soft or tough? Does
the incumbent over or underinvest
in K when deterring?
d. What K does the incumbent choose if it accommodates entry?
What are its profits if it
accommodates entry?
e. For which F will the incumbent deter? For which F will the
incumbent accommodate?
f. Does the incumbent over or underinvest when
accommodating? To find out, calculate KOL, the K
that it would choose if the entrant were unable to observe and
react to the incumbents choice of
K. Then your answers to parts d. and e.
g. Let us try to answer e. another way. Calculate the strategic
effect of K on the incumbent’s profits.
Is it positive or negative? Should the incumbent over or
underinvest?
h. Verify that the total derivative of K on the incumbent’s
18. profits is equal to the direct effect of K on
the incumbent’s profits plus the strategic effect of K on firm 1’s
profits via q2.
i. Let us try to answer e. yet a third way. Can you use the
taxonomy approach (ie. think furry
animals) to decide whether or not the incumbent should over or
underinvest? If not, why not? If
so, which strategy does this game call for and does it call for
over or underinvestment?
6. A new firm (the "entrant", firm 2) is about to enter an
industry currently dominated by a monopolist
(the "incumbent", firm 1.) The entrant does not have to pay a
start up fee so entry cannot be deterred.
When the entrant enters in the second period, the two firms will
produce differentiated products and
compete in prices (chosen simultaneously.) MC = 0 for both
firms. In the first period, before the
entrant gets set up, the incumbent can strategically choose its
advertising level. If the incumbent puts
ads in k newspapers in the first period, its total profits are Π1 =
(3 + 3k - p1 + p2)p1 - 4k
3/3, where the
last term represents the cost of advertising. Profits to the
entrant is given by Π2 = (3 - p2 + p1)p2.
(Note the lack of fixed costs.) The world ends at the end of the
second period.
a. Show that, given the incumbent’s advertising level k,
equilibrium prices in the second period are
19. p1 = 3 + 2k and p2 = 3 + k. Solve for the profits of each firm in
the second period as a function of
k.
b. What value of k will the incumbent choose in the first period,
knowing the entrant will observe
and react to it in the second period? In other words, what is
kAC?
c. What value of k would the incumbent have chosen in the first
period if the entrant had not been
able to observe and strategically react to the choice of k? That
is, what is kOL?
d. Comparing kAC and kOL from parts b. in c., does the
incumbent overinvest or underinvest in
advertising?
e. Let us answer part d. another way. Calculate the strategic
effect of k on firm 1’s profits. Is it
positive or negative? Hence, does the incumbent overinvest or
underinvest in advertising?
f. Let us answer part d. a third way, using the "taxonomy of
20. strategies" approach. (Note that direct
effect of k on firm 2’s profits is zero.) Does more advertising
make the incumbent tough or soft?
Are prices strategic substitutes or strategic complements? Given
these answers, what strategy
should the firm use? (Think furry animals.) Does this strategy
call for overinvestment or
underinvestment in advertising?
Problem Set 5.pdf
Problem Set 5
ECO105 Industrial Organization and Firm Strategy
Professor Michael Noel
University of California San Diego
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1. Consider three equally spaced firms competing in prices
(chosen simultaneously) around a circular
city. There are no fixed costs of production and zero marginal
cost. A consumer receives utility u = v
- p - tz if she purchases from a store a distance of z away, and
you may assume that the parameters are
such that all consumers buy exactly one good in equilibrium
(even after the merger discussed below).
a. Find the prices and profits of each firm, and total industry
profits in equilibrium.
b. Now assume firms 1 and 2 merge. Locations remain the same
21. and all consumers continue to be
served following the merger.
Find prices, profits to each firm and total industry profits.
Compare to part a. In particular, did
prices rise or fall?
c. If you were a government advisor, would you recommend
preventing this merger if your
objective was low prices?
2. Consider two firms competing in prices (chosen
simultaneously) at opposite ends of a linear city.
There are no fixed costs of production and marginal cost to each
firm is equal to c. A consumer
receives utility u = v - p - tz if she purchases from a store a
distance of z away, and v is so large that
all consumers will buy exactly one good in equilibrium (even
after the merger discussed below).
a. Find prices and the profits to each firm.
b. Show that it would be profitable for the two firms to merge.
c. Show that prices would increase as a result.
22. d. Imagine the marginal cost of the new firm would be cPOST <
c. Is there a cPOST low enough that
would cause prices to fall after the merger?
3. A common practice for authorities in evaluating mergers is to
observe the stock price responses of
rival firms to the proposed merged firm. What information does
this provide? Is there an incentive for
the rival firms to hide their response or mislead? Discuss why
stock price responses are more
informative to authorities than, for example, lobbying efforts by
the rival firm itself for or against the
merger?